Modeling cooling system with augmented reality technology and its use in vocational education

The aim of this study is to model a refrigeration system in three dimensions using Blender software and to investigate the effects of the developed augmented reality (AR) application on learning outcomes in vocational education. The study was conducted using a pre-test–post-test quasi-experimental design with control groups. Students in the experimental group received AR-supported instruction, while the control group continued with traditional teaching. Within the AR environment, system components such as the compressor, condenser, and evaporator were modeled in Blender, transferred into Unity, and deployed as a markerless AR application via Vuforia on mobile devices. This technical integration enabled students to examine the system in real time, follow assembly–disassembly steps interactively, and understand abstract thermodynamic processes through visualization. Quantitative findings revealed that AR-supported instruction significantly enhanced academic achievement. The experimental group's achievement score increased from 42.0 to 80.0, while the control group showed a limited increase from 27.0 to 37.0 (t(18)=6.61, p<0.001; Cohen's d=2.96). Large effect sizes were also observed across all sub-dimensions of the competence scale in favor of the experimental group. Qualitative findings indicated that AR facilitated learning, increased motivation, and supported the tracking of assembly steps. In conclusion, AR-supported instruction provided significantly higher learning gains compared to traditional instruction in the teaching of refrigeration systems. AR was found to be an effective tool in vocational education by concretizing abstract concepts, reducing cognitive load, and improving psychomotor skills.