This study evaluates the impact of augmented reality (AR) on the learning performance of engineering drawing students. The researchers developed an AR-based application, EDINAR, to enhance the learning of engineering drawing concepts for undergraduate students. The study included 392 first-year students from an engineering institution, divided into a control group (N = 196) using traditional methods and an experimental group (N = 196) using EDINAR. One-way ANOVA was used to analyze the performances of both groups. The results showed that students using EDINAR outperformed those using traditional methods, and the experimental group provided positive feedback about their learning experience. The study recommends incorporating AR in engineering education to improve learning performance and student experience. The research addresses three main questions: whether AR improves learning performance compared to conventional methods, if there are significant differences in learning performance between groups with different achievement levels, and how satisfied students are with the AR-based learning activity. The findings suggest that AR significantly enhances learning performance, regardless of students' achievement levels, and that students found the AR application engaging and interactive. The study also highlights the need for further improvements, such as adding more interactive features and expanding the application to iOS users.This study evaluates the impact of augmented reality (AR) on the learning performance of engineering drawing students. The researchers developed an AR-based application, EDINAR, to enhance the learning of engineering drawing concepts for undergraduate students. The study included 392 first-year students from an engineering institution, divided into a control group (N = 196) using traditional methods and an experimental group (N = 196) using EDINAR. One-way ANOVA was used to analyze the performances of both groups. The results showed that students using EDINAR outperformed those using traditional methods, and the experimental group provided positive feedback about their learning experience. The study recommends incorporating AR in engineering education to improve learning performance and student experience. The research addresses three main questions: whether AR improves learning performance compared to conventional methods, if there are significant differences in learning performance between groups with different achievement levels, and how satisfied students are with the AR-based learning activity. The findings suggest that AR significantly enhances learning performance, regardless of students' achievement levels, and that students found the AR application engaging and interactive. The study also highlights the need for further improvements, such as adding more interactive features and expanding the application to iOS users.