A smartphone-based augmented reality framework for bio-medical device simulation: Enhancing student learning and engagement

Adham  Aleid; Omar  Altwijri; Mahdi  Alqahtani; Mohammed  ALmijalli; Mohammed  Shahbel; Sulaiman  Alkhulayfi; Ravish  Javed; Ali  Saad

doi:10.55284/ajce.v9i1.1859

Authors

Adham Aleid Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia. https://orcid.org/0000-0003-3638-7916
Omar Altwijri Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia. https://orcid.org/0009-0007-1690-2702
Mahdi Alqahtani Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Mohammed ALmijalli Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia. https://orcid.org/0000-0002-4848-3051
Mohammed Shahbel Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Sulaiman Alkhulayfi Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Ravish Javed Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
Ali Saad Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia. https://orcid.org/0000-0002-1448-4072

DOI:

https://doi.org/10.55284/ajce.v9i1.1859

Keywords:

Active learning, AR-based learning, Augmented reality, Creative education, Medical devices, Simulation, Smart phone education.

Abstract

Improving student engagement and comprehension of complex theoretical concepts re-mains a persistent challenge in biomedical engineering education. This study proposes a smartphone-based augmented reality (AR) framework for simulating medical devices and evaluates its impact on student learning, interaction, and engagement. Unlike conventional approaches, the proposed method integrates low-cost, accessible AR models of key biomedical equipment—MRI, centrifuge, and defibrillator—developed using SolidWorks, Blender, and Unity, enabling real-time visualization in classroom settings. A cross-sectional study involving 77 biomedical engineering students at King Saud University was conducted using a structured questionnaire following an AR-based instructional session. The results demonstrate high levels of student acceptance and perceived effectiveness, with 88% of participants reporting improved understanding and motivation, 80% indicating enhanced comprehension of complex devices, and 90% supporting the larger adoption of AR across curricula. The findings highlight the potential of AR to bridge the gap between theoretical knowledge and practical visualization, particularly in resource-limited educational environments where access to physical equipment is constrained. Despite these promising outcomes, challenges related to infrastructure, accessibility, and instructor readiness re-main critical considerations. This study contributes to the growing body of research on immersive learning technologies by presenting a scalable and cost-effective AR-based educational approach, while emphasizing the need for further investigation using objective performance metrics and larger populations to validate its long-term educational impact.