In modern society, with its growing consumption of natural resources, there is a need for highly qualified specialists, especially in the mining industry. One of the challenges in training such specialists is the complexity of perceiving and studying mining and geological processes, as well as engineering and computer graphics. To improve the effectiveness of education, especially in the early years, the use of digital technologies such as augmented reality (AR) becomes crucial, as it enhances visual perception of educational material and increases student engagement. This approach is already being actively applied in various industries, including manufacturing and education, where AR improves visual and contextual learning, contributing to a 25–80% increase in material retention. The use of AR technologies in teaching engineering graphics and descriptive geometry helps students better understand complex 3D structures and mining workings, especially in conditions of limited hands-on experience and insufficient knowledge of drafting. It enables a clear visualization of processes that are difficult to grasp through conventional 2D drawings. The paper focuses on the analysis of various platforms and tools for developing AR applications, such as Unity, Unreal Engine, ARKit, ARCore, and WebXR. The article discusses the advantages and disadvantages of these technologies in the context of educational applications and the creation of AR applications aimed at enhancing the perception and study of mining and geological objects and processes. An application developed on the Unity platform is presented, allowing users to explore three types of mining workings: single-track, double-track, and triple-track. Survey results from students using this application show that AR applications significantly enhance the visual appeal and understanding of educational material, improving spatial perception and the assimilation of complex graphic elements.
augmented reality, mining and geological graphics, Unity, drawings, mine workings
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