Improving Spatial and Assembly Learning in Modular Building Education: An Augmented Reality–Based Instructional Approach

ABSTRACT Modular construction is increasingly adopted in industry; however, undergraduate civil engineering students often struggle to comprehend assembly sequencing and structural connection logic when instruction relies primarily on two‐dimensional (2D) drawings and text‐based materials. These limitations hinder the development of spatial visualization and procedural cognition, skills essential for modular construction planning and coordination. To address this instructional gap, this study designed and evaluated an augmented reality (AR)–supported Building Information Modeling (BIM) learning environment named AR‐ModuConnect aimed at enhancing students' conceptual and procedural understanding of modular steel building connections. The instructional approach enables interactive three‐dimensional visualization of intra‐module, inter‐module, and module‐to‐foundation connections, supported by animated assembly sequencing. A quasi‐experimental implementation was conducted with civil engineering undergraduates to compare learning outcomes between the AR‐supported instruction and conventional methods. Learning effectiveness was assessed through measures of conceptual understanding, spatial visualization, and procedural clarity, while usability was evaluated using the System Usability Scale (SUS). Results indicate that students exposed to the AR–BIM instructional approach demonstrated significantly improved comprehension of connection systems and assembly processes. The SUS score of 69.46 suggests acceptable usability for integration into engineering curricula. These findings contribute empirical evidence to immersive technology–enhanced learning in construction education and highlight the potential of AR‐supported BIM environments for strengthening procedural learning in modular construction courses.