In technology terms, a real environment or personal space that is altered with digital media, such as images, is termed Augmented Reality (A.R.). From 2020 onwards, the next big thing in the technology sector will be A.R. The purpose of the current paper was to get ahead of the technology curve and develop applications of A.R. which could be used within structural engineering education both now and in the future. Three applications are presented. The first was a walking map/tour of Manchester and its buildings and bridges, whereby, at each stop, the tour is augmented with explanatory videos showing, amongst other things, structural load paths superimposed onto the actual structure. The second application was a structural engineering laboratory exercise that was augmented with videos explaining how to set up and use the apparatus from start to finish. The intention was to replace Lecturer/Technician assistance and make the exercise self-supporting. The final application used 360° video footage of a real construction site that was augmented with H&S/C.D.M. information. A unique 360° media suite at the University of Salford was used to display the video footage, which aided group work and also had a gaming element to the exercise whereby an X-box style controller was used to ‘point and shoot’ at perceived hazards and, if correct, pop ups would be revealed which would give mitigation measures and C.D.M. information.
Quantative and qualitative means were used to measure the effectiveness of each application, with the general conclusion that further and continual refinement of the A.R. content would enhance effectiveness. There were no qualitative comments on the effectiveness of the technology, which implies that participants had few concerns about using the technology. There is promising potential of applying A.R. in structural engineering education in the future
