# Methodology for Designing and Creating Content for Presentation Purposes Using See-Through Displays
## 1 Introduction
Studies [17; 18; 19] suggest that AR applications improve task completion times and reduce errors in laboratory environments, with the majority of students preferring AR-based instruction over traditional methods. In comparison, transparent displays provide a similar immersive experience that allows students to interact with 3D models while maintaining awareness of their physical environment, promoting a more intuitive learning experience [20; 21; 22]. While both see-through displays and augmented reality systems enable the superimposition of digital content onto the physical world, their mechanisms and use cases diverge significantly. See-through displays operate as passive optical overlays, typically using semi-transparent LCD or OLED panels to project predefined content in fixed spatial alignment. In contrast, AR technologies employ active spatial registration, often using computer vision, SLAM (Simultaneous Localization and Mapping), and real-time sensor fusion to dynamically map virtual elements into a continuously changing physical environment. Moreover, see-through displays do not rely on object recognition or 3D tracking algorithms and therefore impose lower computational and latency requirements, making them more suitable for structured environments like classrooms or laboratories. Both technologies encourage independent learning and offer immediate feedback, improving overall learning outcomes in engineering disciplines [23; 24; 25]. In mechanical engineering, the integration of AR with transparent displays and deep learning has revolutionized the design and maintenance process. This combination enables the visualization of complex 3D models and simulations in real time, allowing engineers to interact with virtual prototypes overlaid on physical objects [26]. Despite the technological progress in the field of transparent displays, further research activities are needed, particularly in the application area, with a focus on education in technical fields. Existing studies mainly focus on technical aspects, such as the calibration of optical transparent head-mounted displays [27; 28; 29] and the use of modern technologies in education, primarily for the healthcare field [30; 31], with marginal attention to engineering, mostly centered around virtual or augmented reality [32; 33; 34]. This creates a need to supplement knowledge in other fields of engineering education, specifically in developing methodologies for the effective creation and implementation of specialized technologies, such as see-through displays. The content of the presented article aims to partially fill this research gap, focusing on identifying the methodology for designing and creating content for presentation purposes using see-through displays, specifically with a focus on engineering education. The main part of the article identifies a comprehensive methodology with detailed characteristics, which is further supported by practical application in teaching, with an emphasis on computer modeling and assembly creation. The objective of this research is to develop and validate a comprehensive methodology for designing and creating digital presentation content specifically tailored for see-through-display technologies, with a primary focus on applications in engineering education. This study aims to enhance the effectiveness of educational presentations by integrating digital visualizations with real-world physical objects, thereby improving comprehension, interactivity, and engagement. Through a structured process involving content design, 3D modeling, animation, user interface development, and additive manufacturing, the methodology guides educators in creating visually coherent and technically optimized presentations. A pilot case study in mechanical engineering education demonstrates the practical application of the methodology.