Naomi Unkelos-Shpigel, Shahar berenson, Shlomi Fridman, Elad Denenberg, Dan Cuperman E125 do learners who use this environment perceive its contribution to understanding the engineering subject being learned? Methodology: We performed a literature review, which focused on identifying AR technologies in education, stakeholder requirements, and success metrics in educational and industrial systems (Prananta et al., 2024). Next, an AR prototype was developed in collaboration with the CIM laboratory through iterative cycles with feedback from potential users.The AR application for the Android platform using QR and IMU sensors for real-time tracking of carts on a simulated production line. The system features 3D visualization, station interaction, velocity tracking, arrival time calculations, and delay alerts, while integrating digital twin technologies (Yin et al., 2023; Magaña et al., 2025). Key findings: We focused on providing intuitive interaction and clear educational content to Mechanical engineering students. The system provides clear visualization with 3D models, touchbased interactions, and interactive stations with quizzes. Educators/instructors need teaching and assessment tools. The system enables real-time guidance, built-in quiz functionality, and support for multiple concurrent users. Industrial operators require reliable monitoring and real-time feedback (Peter et al., 2023). The system provides visualization of locations and velocities, arrival time calculations with ±0.5 second accuracy, and delay alerts. Conclusions: The research proposes a framework for designing educational-industrial AR systems addressing diverse stakeholder needs (Syed et al., 2022), presenting a holistic approach integrating educational accessibility, technical complexity, and industrial reliability. Future research will include interviews, surveys, and quantitative evaluation of learning effectiveness. Keywords: Augmented reality, engineering education, production line, Industry 4.0. References Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Soc.Sci & Humanities Open, 8(1), 100532. Magaña E C, Ariza A C, Ruiz-Palmero J, Guillén-Gámez F D (2025) Virtual, augmented, and mixed reality in the University environment: an analysis of scientific production. J. of New Approaches in Educational Research 14(1) Pavanatto, L., North, C., Bowman, D. A., Badea, C., & Stoakley, R. (2021). Do we still need physical monitors? An evaluation of the usability of AR virtual monitors for productivity work. In 2021 IEEE Virtual Reality and 3D User Interfaces (VR) (pp. 759-767). IEEE. https://doi.org/10.1109/VR50410.2021.00103 Peter, O., Pradhan, A., & Mbohwa, C. (2023). Industrial internet of things (IIoT): Opportunities, challenges, and requirements in manufacturing businesses in emerging economies. Procedia Computer Science, 217, 856-865. Prananta, A. W., Rohman, A., Agustin, R., & Pranoto, N. W. (2024). Augmented reality for interactive, innovative and fun science learning: Systematic literature review. Jurnal Penelitian Pendidikan IPA, 10(SpecialIssue), 45-51. Syed, T. A., Siddiqui, M. S., Abdullah, H. B., Jan, S., Namoun, A., Alzahrani, A., Nadeem, A., & Alkhodre, A. B. (2022). In-depth review of augmented reality: Tracking technologies, development tools, AR displays, collaborative AR, and security concerns. Sensors, 23(1), 146. Yin, Y., Zheng, P., Li, C., & Wang, L. (2023). A state-of-the-art survey on augmented reality-assisted digital twin for futuristic human-centric industry transformation. Robotics and Computer-Integrated Manufacturing, 81, 102515.
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