Integrating Environmental Identity into Engineering Education Through Augmented Reality

This study aims to design, develop, and evaluate a Personalized Engineering Playground (PEP) that connects students' environmental experiences with engineering applications. It investigates the impact of early outdoor experiences on students' motivation to pursue engineering careers. Utilizing a comprehensive survey of over 150 engineering technology students, the study collected both quantitative and qualitative data on nature-related activities, career influences, and environmental perceptions. The findings indicate that activities such as building (23%), exploring (17%), and observing nature (20%) play a significant role in shaping engineering identity. Approximately 45% of the students reported that outdoor experiences had a positive influence on their career paths. These insights will inform the development of an Augmented Reality (AR) module designed to recreate key formative experiences, thereby supporting identity-driven engineering education.