Febri Prasetya, Aprilla Fortuna, Agariadne Dwinggo Samala, Syahril Syahril, Waskito Waskito, Suci Andri, Soha Rawas, Firas Tayseer Ayasrah
The rapid evolution of Industry 4.0 requires innovative approaches in engineering education, particularly in Computer Numerical Control (CNC) training, where machine-based instruction can be costly, safety-sensitive, and constrained by limited access to equipment. This study examined the effectiveness of Augmented Reality (AR) for CNC instruction among third-year mechanical engineering students at Universitas Negeri Padang using a quasi-experimental, non-equivalent groups design (n = 32). Students were assigned to an AR-based condition (n = 16) or a comparison condition consisting of non-AR digital simulation-based instruction (n = 16). Data collection combined pre- and post-tests, an engagement survey, and focus group discussions to triangulate quantitative and qualitative evidence. The AR group showed significantly higher learning gains, with mean scores increasing from 52.08 to 88.12, a high normalized gain (mean N-Gain = 0.75), and a large effect size (Cohen’s d = 1.185). Post-test score dispersion was lower in the AR group within this cohort, indicating more uniform learning outcomes without implying system-level equity effects. Qualitative feedback suggested that AR supported spatial understanding and learner engagement, while tracking stability and the continued need for real-machine practice were noted as implementation challenges. Overall, these findings provide preliminary evidence that AR can enhance CNC learning outcomes over an already technology-enhanced baseline, warranting multi-site and longitudinal validation. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.
Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Department of Informatics Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia; Faculty of Science, Department of Mathematics and Computer Science, Beirut Arab University, Debbieh, Lebanon; College of Education, Humanities and Science, Al Ain University, Al Ain, United Arab Emirates
