###### Abstract  
Augmented reality (AR) could be a means for a more sustainable education of the next generation of pilots. This study aims to assess an AR-supported training concept for approach to landing, which is the riskiest phase of flying an aircraft and the most difficult to learn. The evaluation was conducted with 59 participants (28 women and 31 men) in a pretest-post-test control group design. No significant effect of the AR-supported training was observed when comparing the experimental and the control groups. However, the results show that for the experimental group that trained with AR, higher performance in post-test was associated with higher AR presence and comfort with AR during training. Although both gender groups improved their approach quality after training, the improvement was larger in women as compared to men. Trainees' workload, fear of failure, and negative emotions decreased in post-test as compared to pre-test, but the decrease was significantly larger in women than in men. The experimental group who used AR support during training showed improved performance despite the absence of AR support in post-test. However, the AR-based training concept had a similar effect to conventional simulator training. Although more research is necessary to explore the training opportunities in AR and mixed reality, the results of this study indicate that such an application would be beneficial to bridge the gap between theoretical and practical instruction. augmented reality (AR); immersion; presence; flight training; emotion; motivation 2023131346. 11346. The research on AR related to flight training is based mainly on use case assessments with small numbers of participants, surveys, and expert workshops [8; 9; 10; 12]. The qualitative assessment conducted in case studies allows researchers/developers to detect and address issues early on in development [12]. Although assessments with controlled experiments are rare, they are necessary for a comprehensive understanding of the quantitative AR effects on trainees' performance and experience. Recently, an AR application for training traffic procedures in accordance with visual flight rules (VFR) was assessed with an experimental and a control group [13]. The results showed a performance benefit for trainees attending an AR-guided visual scanning training as compared to trainees that used conventional classroom means. However, not every AR application for training had a significant effect on performance. During simulated flight, when the trainees were not supported by AR, experimental and control groups showed similar scores in the accuracy of collision estimations and the application of right-of-way rules [13]. No negative effect of AR-supported training was found when assessing a large number of variables such as performance, workload, situation awareness, emotion, and motivation. Positive effects were found in both groups irrespective of having trained with AR or conventional means. The accuracy of collision detection and trainees' emotions and motivational factors were positively affected [13]. Interestingly, there were some gender effects on trainees' subjective experience related to training (e.g., emotion, motivation, engagement with AR, and preferences for AR features), but not on performance. Specifically for the AR applications used in [PERSON] et al. [13], women preferred voice interaction with AR and the orientation cue (i.e., compass hologram) while men liked the traffic holograms and the AR projection field more than women. In summary, the literature on educational effects of AR is dominated by qualitative research, and research on the statistical effects of AR-based training is rare. Nevertheless, AR is a modern technology that has the potential to make flight training more attractive to the new generation, and to address the needs and preferences of both women and men. The present study implements an experimental quantitative approach to explore the effects of AR-based training for approach to landing of an aircraft.