International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Augmented Reality for Education: Enhancing STEM Learning through Interactive Visualization

Author(s) Mr. Kartikkumar Ashokbhai Pandya
Country United States
Abstract This dissertation explores the potential of an augmented reality (AR) application to improve the comprehension of challenging STEM concepts think molecular structure, electrical circuits, and even human anatomy by using interactive, three-dimensional visualizations. The study homes in on crucial questions related to AR tech in education, particularly how it affects student engagement and actual understanding. Using a mixed-methods approach with both qualitative and quantitative elements, the research dives into user engagement, learning results, and usability aspects to really gauge how well the application works. Turns out, AR seems to significantly boost student interest and their grasp of those tough STEM subjects. Students themselves reported better retention and a deeper understanding when compared to traditional teaching methods. Moreover, the usability assessments indicate that the application’s design fosters a more actively engaging learning environment. These results obviously have direct implications for education. But let's consider this a bit further: if we can improve someone's understanding of STEM concepts, they might be better informed when discussing vital health care issues like biomedical technology or various diseases. So, the implications of this project extend further. This is because the project encompasses larger ramifications for leveraging AR technology as both a learning engagement tool in educational settings, but also as an innovative intervention to address disparities in learning within health care education and its curricula and training programs across a spectrum of health care disciplines.
Keywords Augmented Reality, STEM
Field Computer > Data / Information
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-24
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.58352
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E-ISSN 2582-2160
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