Teaching three-phase half-wave power electronic rectifier with gamified augmented reality support.

This paper presents a support tool designed for instructors in technical education within engineering programs, focusing specifically on power electronics and laboratory procedures related to the three-phase half-wave rectifier. The Augmented Reality (AR) application was developed for Android devices using Unity+Vuforia, employing a gamification-based approach. The application allows students to evaluate their knowledge and skills in real-time and offers an interactive learning environment. It provides learning diagnostics and sends each student's evaluation to a database stored on Google-Forms that is accessible by the instructor or assessor in question. It's important to note that this APP is freely accessible through the Android APP store. The learning strategy is around a game that tests players on their knowledge of measuring devices and theoretical concepts. Additionally, there is a puzzle task that encourages learners to correctly arrange the waveforms in a rectifier. Students can also connect the half-wave rectifier's essential connections and the transformer's delta-star connections through touch interaction. A comparison study between traditional teaching methods and the innovative AR-based approach has been conducted. This educational proposal itself is an innovative solution that will be especially helpful for laboratories lacking useful equipment in Mexican colleges. To test the effect of AR application on student success, an experimental study was conducted on two groups of students (a control group [non-using AR] and a test group [using AR]). To determine significant difference in acquired learning, an ANOVA statistical analysis was conducted using independent sample tests. According to tests result, there is a significant difference in the acquired knowledge for those who used the designed tool. The probability value (p = 1e-5 <0.05) for the use of AR is found. They increase their initial average grade from 27.08% to 72.3%, in contrast to the control group with no significant increasing learning, reporting an initial average grade of 28.75–43.33%. These results show that the use of AR in electronic practice makes a significant difference in student success. [ABSTRACT FROM AUTHOR]