This study aims to enhance engineering education by introducing a cost-effective simulation approach that combines cardboard prototyping and augmented reality (AR) as alternatives to traditional wood-based practice. The primary objective is to determine whether these tools can improve students’ technical skills, work attitudes, and overall learning performance in woodworking design within a vocational education context. The study addresses a critical challenge in e-learning: providing interactive and tangible experiences without relying solely on digital devices or high-cost materials. The study comprised 32 second-semester students from a vocational engineering program, separated into Group A (conventional learning using wood) and Group B (simulation-based learning utilizing cardboard and AR integration). Both groups adhered to the Conceive–Design–Implement–Operate (CDIO) structure throughout their learning sessions. Quantitative data were gathered using structured observation rubrics that evaluated four primary indicators: technical execution, planning accuracy, collaboration, and professionalism. The findings indicate that Group B, which employed cardboard simulations augmented with AR overlays, attained an average performance score of 8607, in contrast to 7350 for Group A. Group B exhibited enhanced planning, lower error rates, and more robust work attitudes. Feedback obtained from reflection sheets corroborated pupils’ enhanced comprehension of spatial concepts and safety protocols. This study advocates for e-learning methodologies by introducing a novel hybrid paradigm that integrates physical simulation with digital support via AR. It mitigates the shortcomings of entirely online or exclusively digital learning systems by incorporating physical, manipulable elements into the virtual learning experience. This method enables students to engage with tangible items while obtaining digital instruction, connecting cognitive design with physical implementation. This work enhances the e-learning sector by integrating accessible physical simulation with AR technology, presenting a practical model suitable for low-resource settings. It illustrates that practical, low-tech resources—when enhanced by smart digital integration—can yield quantifiable educational improvements and promote the cultivation of vital engineering skills. © The Authors.
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