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This paper aims at advancing the fundamental understanding of the affordances of Augmented Reality (AR) as a workplace-based learning and training technology in supporting manual or semi-automated manufacturing tasks that involve both complex manipulation and reasoning. Between-subject laboratory experiments involving 20 participants are conducted on a real-life electro-mechanical assembly task to investigate the impacts of various modes of information delivery through AR compared to traditional training methods on task efficiency, number of errors, learning, independence, and cognitive load. The AR application is developed in Unity and deployed on HoloLens 2 headsets. Interviews with experts from industry and academia are also conducted to create new insights into the affordances of AR as a training versus assistive tool for manufacturing workers, as well as the need for intelligent mechanisms that enable adaptive and personalized interactions between workers and AR. The findings indicate that despite comparable performance between the AR and control groups in terms of task completion time, learning curve, and independence from instructions, AR dramatically decreases the number of errors compared to traditional instruction, which is sustained after the AR support is removed. Several insights drawn from the experiments and expert interviews are discussed to inform the design of future AR technologies for both training and assisting incumbent and future manufacturing workers on complex manipulation and reasoning tasks. [ABSTRACT FROM AUTHOR]