The Use of Augmented Reality (AR) in Spatial Design Education (original) (raw)
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The Application of Augmented Reality in Interior Design Education
DS 91: Proceedings of NordDesign 2018, Linköping, Sweden, 2018
This research is about the application of Augmented Reality (AR) in interior design education. AR has been a widely researched technology in many fields, and education is one of them; it is also regularly used in civil engineering, architecture and interior design research. For interior designers, being able to think in three dimensions and visualizing projects is of great importance. The purpose of this study is to analyze the effect of using AR in the design process to find the optimum space arrangement under the following criteria: the perception of 3D and 2D space, the visualization and analysis of the given space and the usability of AR on mobile devices. For this research, a group of third- and fourth-grade interior design students in Arel University, who had already attended a project lecture, were selected. These 10 students, who were familiar with our traditional education process, were asked to use AR in their next project to design a specific area that they were not able to physically visit. These students were assigned with creating this space from instructions and measurements by computer-aided modeling (CAD) and to start the design using augmented reality with their mobile phones when they needed to. After their work finished, data was obtained via a questionnaire survey. The survey included the students’ feedback on their learning experience, whether AR had been advantageous during the design process, whether the students had experienced problems with the interface, identification of the phases of the process where they preferred to use AR and if the learning method was motivating. This study is expected to contribute to knowledge on the advancement of Augmented Reality (AR) applicable to design education.
Journal of Learning and Teaching in Digital Age, 2022
This study investigated the effect of using the technical visual arts lessons' material on visualization skills and attitudes. For this purpose, an augmented reality application called BTRS was designed. The application was created using Unity3D, 3Ds Max, and Vuforia programs. The study was conducted for eight weeks, with a total of 33 students (26 boys and seven girls) attending a vocational and technical high school. The study was designed based on Creswell's sequential explanatory design. While a semi-experimental method with a pretest-posttest control group was conducted for the quantitative part of the study, semi-structured interviews were used for the qualitative component. "Lappan Spatial Visualization Skill Scale," "Purdue Spatial Skill Scale," "AR Attitude Scale," and semi-structured interview form were used at the beginning and the end of the application. The Mann-Whitney U, paired-samples t-test, and the Wilcoxon signed-rank test were used for quantitative data. Qualitative data were analyzed by the descriptive analysis method. The study results indicated that the Augmented Reality Application did not significantly affect the achievement of the students and their spatial visualization skills. However, it has been observed that students' excitement and curiosity increased. The students reported that the material was enjoyable, fun, attractive, remarkable, helpful, easy to use, understandable, and persistent. Rotating, zooming, and moving interactive digital models and buttons in the real world have attracted the students. The experimental group described abstract concepts and required spatial thinking skills to be more explicit and more practical.
RIED. Revista Iberoamericana de Educación a Distancia
This paper describes an educational experience using augmented reality (AR) on mobile devices as a tool for learning urban design concepts and specifically for architecture degree students. In a real project-based exercise, the participants had to design a sculpture to be placed in a public space, checking the suitability of the object as for example the form, scale, location, materials, etc., and taking into account the surroundings. The project is controlled on-site using AR on mobile platforms, encouraging collaborative learning by sharing the 3D models of their proposals, and acting both as producers and consumers of AR content in the process. To assess both the usability of technology, as well as the learning improvement, the class was divided into two groups with equivalent pre-course grades: a control group, who followed the conventional course in the laboratory, and a test group, who used AR technology. At the end of the course, the AR-using group showed a significant increase in academic performance, higher motivation and satisfaction compared to the control group.
Augmented Reality on Architectural and Building Engineering Learning Processes. Two Study Cases
ubicc.org
In this paper we present the first conclusions of an educational research project which seeks to evaluate graphic and spatial capabilities improvement of undergraduate and master's degree in architecture, construction, urbanism and design students, throughout their academic training period, and by the use of Augmented Reality (AR) technology. The whole project consists of twelve case studies to be carried out in several university centers. At this moment, after the two finished case studies, it has been demonstrated that by combining the use of an attractive technology, to create dynamic photomontage for visual evaluation of virtual models in a real environment, and by the user-machine interaction that involves the AR, students feel more motivated, development and evolution of graphic competences and space skills are increased in shorter learning periods, and their academic performance is highly improved. We have used for this experience mobile phones, laptops, as well as low cost AR applications.
Is Augmented Reality a New Paradigm in Design Education When Educational Subsidy Decreases
2017
Augmented Reality (AR) has become a popular tool in education at all levels, ranging from the primary to the tertiary ones. Many AR tools seem to have been developed with the intention to facilitate educators from various disciplines in adopting the AR technology in their teachings. However, the pragmatic of AR application in the product design education remains questionable. A study was undertaken in an attempt to examine the roles that AR could play in the Product Design process. In this study, AR was first introduced to the design students as one of the applicable tools. The students were observed how innovative they were to integrate AR into their open-ended and ill-structured design project. The perceived usefulness of AR was then evaluated through how much in-depth the AR technology was engaged in the solution finding process. The key aspects explored in the study includes the application potential of the AR technique at the various stages of the design process, and the pros a...
Augmented reality experience in an architectural design studio
Multimedia Tools and Applications
Thanks to the developing technology, different methods and tools are used in architectural representation, and architects contribute to developing these tools. Architects can easily model their designs with computer technologies and even make them visible in the environment with augmented reality technologies. Also, it is thought that these technologies will become widespread in basic architectural education over time. This study conducted a practice at the undergraduate architecture level using augmented reality technology. Within the scope of the study, the predisposition of students who experience augmented reality technologies to new representation, gender, course period, familiarity with playing computer games, the effect of computer programs that they can use in their previous augmented reality experience and designs if any, and the correlation between them has been tried to be revealed with this study. In this context, a study was carried out with thirteen students in the architectural design studio. Students were expected to parametrically design indoor exhibition elements using Rhinoceros 3D software and the Grasshopper plugin in the study. Then, an experimental augmented reality study was conducted with the Fologram, in which the students transferred these virtual exhibition elements they designed to the real indoors and reshaped them according to the space. Afterwards, a questionnaire consisting of five independent and ten dependent variables was applied to the students. The survey results were analysed with the IBM SPSS Statistics program. According to the results obtained, significant results were determined between 4 independent variables and one dependent variable.
2014
The quality of modern engineering education is directly linked with the students’ ability to create and read the drawings of engineering structures. The subject “Descriptive Geometry and Engineering Graphics” taught in the undergraduate engineering studies develops students’ ability to analyse both the shape and design of real objects and, along with the spatial reasoning, the technical thinking. The development of spatial skills for engineering students is closely related with the success in their future professional career. The new information technologies (IT) offer novel opportunities to enhance the classic teaching approach used so far during mastering quite complicate and extensive courses, like engineering graphics. Augmented Reality (AR) is one of the many challenges of modern IT technologies which recently became available also for education purposes. It is supposed that AR will provide new possibilities to teach the contemporary generation of students in an attractive and more entertaining way. First part of the article describes the results of the application of didactic toolkit AR-DEHAES based on Augmented Reality for development of spatial ability of students. In the second part of the article presented are the examples of 3D objects for the exercises of “Descriptive Geometry and Engineering Graphics” course prepared for the use into AR environment. The use of AR technology facilitates the students to acquire better practical skills in much shorter time during their academic studies and improves the quality of graphic education.
Using augmented reality in a beginning drawing course for design students
Foundations and Trends in Smart Learning
Augmented reality was used to enhance learning in a drawing studio course. Examination of the use of augmented reality centered on representational drawings of interior architectural spaces. Aspects of perspective and examples of previous work were presented in the environment, allowing students to see how a space could successfully be rendered by hand. Specific instructions for the construction of perspective drawings were also developed. Results from the course will be presented. The authors wished to know whether or not the use of augmented reality increased the beginning design students' ability-or stereognostic sensein translating three-dimensional space into two-dimensional drawings.
The Development of Augmented Reality as a Tool in Architectural and Urban Design
2013
The development of Augmented Reality as a tool in Architectural and Urban design. Architectural representations consist of mediating artifacts utilising traditional techniques. These techniques have limitations and embody a large degree of abstraction. Consequently there is a need for interpretation and the representations can, instead of mediating, constitute barriers and obstruct communication. This paper presents research on the use of emerging technologies for simulation and visualisation of architectural projects at the Oslo School of Architecture and Design. Augmented Reality (AR) is a system for blending virtual models with real life settings, thus making it possible to experience proposed architectural solutions in full scale at the intended site. The author argues that this technology will have a significant impact on, and applicability for, the architectural design process and the mediating of architectural projects.