||This paper presents the latest findings of authors’ work in design and assessment of an augmented reality pedagogical tool for construction engineering education. Previous work has extensively discussed the need for suitable learning tools and information delivery methods to enhance the quality of engineering education. However, developing a methodology with measurable outcomes that can assist in transforming conventional instructional techniques is not a trivial task and requires a meticulous approach. Within the educational research community, it is commonly accepted that instrumental aids, if properly used, can be effective controllers of human learning. This prospect coupled with the fact that technological advancements and mobile tools have become ubiquitous parts of our lives, motivated the authors to explore the possibility of using smartphones and tablet devices as instrumental aids to improve the quality of classroom teaching and learning. In particular, a context-aware augmented reality application was used to create a pop-up book by superimposing 3D graphics (virtual models, animations) and multimedia (images, videos, sounds) over the pages of a construction engineering textbook. This enabled students to watch, interact with, and learn abstract topics in construction equipment and methods in multiple contexts. The hypothesis of this research is that by establishing a contextual connection between ordinary textbook materials and technologies that students use in their daily routines, student engagement in the learning process improves, students can focus their attention to critical concepts, and instructors will be able to better evaluate students’ progress toward conceptual understanding. In this regard, effectively measuring knowledge transfer and metacognition plays a vital role. To achieve this, several assessment techniques such as teacher-designed feedback forms, group-work evaluations, pre- and post- surveys, and exam evaluations are used to assess all three aspects of the learning process (replicative, applicative, and interpretive). Results, technical discussions, and recommendations are provided in this paper.