2026 ASEE Annual Conference & Exposition

This paper is a Work in Progress (Empirical Research) that explores the use of augmented and virtual reality (AR/VR) applications to enhance undergraduate students’ conceptual understanding of electromagnetics (EM) in electrical engineering and physics courses.

Motivation/Problem: The field of electromagnetics is among the most conceptually demanding in engineering education, requiring students to reason about abstract, unseen phenomena such as electric and magnetic fields, vectors, and superposition. Traditional instruction emphasizes mathematical formulas and vector calculus over spatial reasoning and conceptual understanding, leading to persistent misconceptions and low student self-efficacy. This project addresses the need to leverage emerging technologies such as augmented and virtual reality to provide more intuitive and engaging tools to support students; in this case, to support undergraduate students in visualizing and interacting with complex three-dimensional relationships central to an understanding of electromagnetics.

Conceptual Framework: Our study draws from the extant research literature on experiential learning [refs] and embodied cognition theories to guide the design of interactive AR/VR learning environments. We hypothesize that physical interaction and spatial exploration within immersive environments promote conceptual change and deeper understanding of electromagnetic relationships. In this case, we designed a series of AR/VR modules to scaffold learning while aligning directly with core electromagnetic curriculum objectives.

Methods: The research team developed a series of eight AR/VR modules, accessible through a software application (app) “Visualize Physics AR” loaded on mobile devices, to help students visualize the following: 1. Vector fields, 2. Electric fields, 3. Superposition, 4. Linear and surface charges, 5. Electric potential 6. Gause’s Law, 7. Conductors and dielectrics, 8. Force and energy. As students proceeded through the modules they received haptic feedback to scaffold their visual exploration of key concepts and virtual manipulation of objects (e.g., arrows to represent vector fields]. In Fall 2025 we piloted the use of the app in an undergraduate course "Electromagnetic Fields” offered by the ECE department at a major research institution. We recruited student participants to test the app and to provide feedback. We also collected pre- and post-[quantitative] data from the students to gauge their user experiences as well as any potential growth in their conceptual knowledge. We will implement a full implementation of the app in the spring section of the same undergraduate course and plan to share those findings as well.

Preliminary findings: The data collected and analyzed during the pilot phase suggested that the AR/VR experiences improved students’ ability to visualize electromagnetic fields. Students reported being able to better connect the abstract mathematical formulas to the virtual experiences using the app. For example, students seemed to value the visualization of abstract concepts fields and reported that the tools helped them “see” how positive and negative charges interact and how forces vary with distance. Many linked the experiences using the app to prior knowledge from physics courses and described the visualization as a “good way to understand what’s happening.” However, technical and usability barriers were also reported. Despite moments of frustration, students described the app as an “efficient mode for teaching” and recommended that it be integrated earlier in the engineering curriculum to support gatekeeper courses. Preliminary quantitative findings suggest that students who participated in both rounds of app pilot testing (modules 1-8) scored better on in-class assessments. While data analysis from pilot sessions is ongoing, we have already begun to implement changes to the app design and the research protocols based on the findings.

Implications: This work-in-progress contributes to the growing body of research on AR/VR in engineering education by demonstrating how immersive tools can strengthen student conceptual understanding in electromagnetics and related STEM domains. Future work will refine the app design and develop a dissemination “playbook” for broader adoption.