### Applications of AR in Education  
Research shows that augmented reality (AR) could be a vehicle to address social sustainability aspects of pilot education such as gender diversity and inclusivity [10]. Augmented reality (AR)-supported education benefits from the augmentation of the real world with computer-generated information and an interactive experience with the learning material [15; 16]. AR-supported science games have been shown to increase students' interest and their engagement with the content, as well as their feeling of discovery and desire for better performance [17]. Immersion, the \"subjective impression that one is participating in a comprehensive, realistic experience\" ([18], p. 66) is considered to be a key player in the interaction with AR contents. Research shows that immersion is facilitated by the experience of flow [19]. Flow was defined as \"a state of optimal experience arising from intense involvement in an activity that is enjoyable, such as playing a sport, performing a musical passage, or writing a creative piece. Flow arises when one's skills are fully utilized yet equal to the demands of the task, intrinsic motivation is at a peak, one loses self-consciousness and temporal awareness, and one has a sense of total control, effortlessness, and complete concentration on the immediate situation (the here and now)\" [20] proposed by [21]. Flow is more about a complete focus on an activity whereas immersion is more about being fully absorbed in an environment or content. In addition, in the context of AR location-aware learning environments, immersion was also associated with presence [19]. The concept of presence was originally used in the context of virtual reality [22; 23], where it was defined as a strong \"experience of being present in a virtual environment\" as opposed to the real environment [23]. The concept of presence has been adopted and redefined for the context of AR, where virtual cues are embedded in a real environment [19]. In this study, immersion is seen in line with [19] who proposed an \"operationalization of immersion as a continuum towards flow and presence\" [p. 26].  
The influence of emotions has been investigated in relation to motor behavior and sport performance [24]. High demands related to the conditions and performance requirements related to flight training can be experienced as stressful by a number of students [10]. Research shows that trainees who experienced more intensive negative emotions performed worse in flight training experiments [25]. However, flight training can influence both the negative and positive emotions of participants. Simulator training [26] improved not only the performance and positive emotions, but also reduced the intensity of negative emotions in student pilots. Therefore, trainees' subjective experience is an important factor to be considered in flight training. Coaching sessions, held as group discussions with professional pilots, addressing, among other aspects, challenges and difficulties encountered and managed during the flight training also had a positive effect on reducing trainees' fear of failure [27]. In this study, the use of interactive AR-based training means and the application of gaming features is also expected to improve trainees' subjective experience of the training.