Enhancing Chemical Engineering Education: Constructive Alignment and Augmented Reality in Experimental Fluid Mechanics

ABSTRACT Wind tunnel experiments are a key element of fluid mechanics education, enabling students to connect theoretical knowledge with practical observations. Despite their pedagogical value, traditional wind tunnel laboratories often lack outcome orientation, rely on prescriptive procedures, and provide limited opportunities for conceptual understanding or critical thinking. The wind tunnel laboratory experiment is based on the framework of Constructive Alignment and cognitive taxonomies, supported by digital tools and Augmented Reality (AR) technology. The redesigned experiment was implemented with 43 chemical engineering students in their fourth semester. Intended Learning Outcomes (ILOs) were initially structured according to Bloom's revised taxonomy and later refined using the SOLO taxonomy to better differentiate between surface and deep understanding. The laboratory procedure included pre‐ and post‐tests, structured instructional materials, data analysis using Excel, and an oral presentation. A significant innovation was the integration of a custom‐built AR application developed in Unreal Engine 4. The application visualized real‐time scalar fields and streamlines using data from a hot‐wire anemometer, transferred via an Arduino and Python interface. This immersive component enabled students to dynamically explore flow fields such as pressure and velocity fields. Intended learning outcomes were assessed using identical pre‐ and post‐tests scored on a two‐point scale. Statistical analysis revealed significant learning gains, particularly in areas related to integral force analysis and flow visualization. The strongest improvements were observed in questions requiring the application of theoretical knowledge to experimental data. However, persistent misconceptions remained in certain areas, indicating potential cognitive overload and the need for further instructional refinement.