I. Introduction
Augmented reality (AR) is generally defined as a combination of views of the real world with views of a virtual environment [1]. It is an emerging technology whose potential utility for supporting numerous industrial applications, including computer engineering education, has been largely promoted lately. In the literature, the major advantages of AR over traditional technologies, namely in education, are generally the following:
A simultaneous presentation of physical artifacts (e.g.: an electronics board) and the associated abstract concepts (e.g.: electronics parts names) could facilitate comprehension and retention of technical concepts [2].
The above-mentioned characteristic of AR systems could also facilitate the construction of dynamic spatial representations and thus help the comprehension of constantly evolving physical phenomena [3].
Furthermore, the presentation of information “Just-in-time” and “Just-in-place” could promote “learning by doing” (i.e. the construction of knowledge in an active and autonomous way).
Such contextual information could also facilitate information search and reduce the error likelihood during task completion and learning [4], [5], [6].
The manipulation of familiar physical objects would favor “presence, which, in turn, would help memorization, recall and transfer” [6].
The use of innovative input and output devices such as Head-Mounted Displays (HMDs) and speech recognition could facilitate hands-free operations [7].
Because of its innovative character, AR would increase student's motivation in class and when using the acquired knowledge afterwards [8].
Because of the limited immersion, AR systems would generate fewer problems related to cybersickness than Virtual Reality (VR) systems [9].