arXiv:2605.26146v1 Announce Type: cross
Abstract: Organizations increasingly deploy separate purpose-built AI tools across professional domains, often hiring domain specialists for each, recreating the staffing models AI was expected to transform. Yet the meta-skills that make these tools effective, prompt engineering (interaction-level optimization) and context engineering (structured input pipeline design), are domain-portable: a practitioner who masters them can apply them to any purpose-built AI tool in any domain. This paper defines Augment Engineering as the discipline of orchestrating multiple purpose-built AI tools across distinct professional domains, applying prompt and context engineering as portable competencies that transfer across tool boundaries. We present a six-phase orchestration methodology and four portability metrics. A 5-month formative case study (November 2025 to March 2026) documents a single practitioner applying these skills across a ten-component orchestration stack spanning seven professional domains, producing work products that would traditionally involve separate domain specialists. Two quantitative observations are consistent with the framework’s predictions: a Cochran-Armitage trend test (n = 200 interactions across two chat LLMs, p < 0.01) shows first-pass acceptance rising with prompt-sophistication level, and a Wright’s Law fit (n = 82 artifacts, p < 0.01) shows production acceleration across the artifact portfolio. Because all observations come from a single practitioner, the inferential statistics are exploratory and hypothesis-generating rather than confirmatory; portability across the full portfolio awaits multi-practitioner replication. Augment Engineering completes a three-discipline progression: Prompt Engineering (one tool), Context Engineering (reproducible pipelines), Augment Engineering (a portfolio of tools across domains).
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological