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The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

Maintenance policy is an element of building maintenance management that deals with organisation policy, planning and procedures, and delineates how maintenance units in an organisation will manage specific building components, auxiliary facilities and services. Given this contextual setting, this study investigates whether organisational maintenance policies (OMPs) utilised in developed countries are relevant in developing countries – using Nigeria as a case study exemplar.

An empirical research design (using deductive reasoning) was implemented for this research. Specifically, a Delphi study conducted revealed 23 elements that impact OMP development in Nigeria.

Of these twenty elements, six had a very high impact on maintenance management (VHI: 9.00–10.00), nine variables had a high impact (HI: 7.00–8.99) and eight other variables scored a medium impact (MI: 5.00–6.99). Emergent findings reveal that the elements of organisational maintenance policy that engender effective building maintenance management include preparation of safety procedure, optimisation of the maintenance policy, optimisation of the maintenance action plan, well-defined priority system, risk factor establishment, suitable maintenance procedures and a clearly delineated process.

The study findings will guide policymakers in identifying the main elements required in maintenance policies development towards making national public asset preservation and economic gains. Also, the content of the future educational curriculum on maintenance management study will be more receptive to the body of knowledge and the built environment industry.

Cumulatively, the research presented illustrates that these elements replicate those adopted in other countries and that effective maintenance management of public buildings is assured when these elements are integral to the development of an OMP.