Abstract:

The case study presents the introduction of Augmented Reality (AR) in military higher education management at the undergraduate level. This was one of the objectives and results of a project entitled Implementation of Digitalization in Defense Higher Education (DDHE). The endeavor was undertaken as a collaborative initiative known as the Partnerships for Digital Education Readiness project, involving four military universities situated across Europe.

Background:
Preparing military students for the correct interaction with military technical systems requires updating training methods and the active involvement of teachers and students in updating practical applications dedicated to technical disciplines. The Covid 19 period that imposed the large-scale use of the online educational system gave the start to the digitization of educational resources and the introduction of AR systems in higher military education.

Research Questions:
- Will the introduction of AR in educational management have quantifiable positive results?
- Are teachers receptive to adopting novel instructional approaches, particularly those facilitating practical applications that bridge theoretical concepts with real-world contexts?
- Can the use of AR be extended to all subjects taught at the University?

Methodology:
To conduct this investigation, questionnaires were administered annually to the student body of the "Henri Coandă" Air Force Academy in Brasov over the period of 2019 to 2023, encompassing the pandemic and the subsequent post-COVID-19 era. This inquiry aimed to assess the students' perspectives on the advancement of their digital competencies, their access to available digital assets, and the evolution of their interest in subjects where AR educational tools were integrated.
Conversely, an additional series of surveys was conducted annually, spanning the same timeframe, targeting the initial employers of "Henri Coandă" Air Force Academy graduates in Brasov. These surveys sought to gauge employer satisfaction levels concerning the digital proficiencies of the graduates, the extent of their practical training, and the perceived degree of creativity and adaptability of young officers toward novel techniques and technologies.
Furthermore, a comparative analysis was undertaken, juxtaposing the examination outcomes for subjects studied with and without the integration of AR educational resources, alongside the grades attained in the licensing examination, distinguishing between those with AR elements in the practical component and those without.

Main outcomes of the study:
Examinations showed significant improvements in subjects where AR educational methods were used. Graduation theses, especially those with applied components, frequently incorporated AR, leading to better results compared to theses without AR. Students noted improved digital skills and easier access to resources with AR implementation. Employers appreciated graduates' enhanced practical skills and digital competencies due to AR integration, noting increased creativity and adaptability among young officers.
The potential expansion of AR technology into various fields is promising and justifies additional investigation. The stakeholders overseeing the DDHE project viewed the integration of augmented reality (AR) into military education favorably. Institutional teams have developed digital educational resources and AR applications for a variety of subjects.

Keywords:

Education, Digitalisation, Augmented Reality.