scholarly journals Applying Mobile Augmented Reality (AR) to Teach Interior Design Students in Layout Plans: Evaluation of Learning Effectiveness Based on the ARCS Model of Learning Motivation Theory

Sensors ◽  
2019 ◽  
Vol 20 (1) ◽  
pp. 105 ◽  
Author(s):  
Yuh-Shihng Chang ◽  
Kuo-Jui Hu ◽  
Cheng-Wei Chiang ◽  
Artur Lugmayr
Keyword(s):  
Augmented Reality ◽  
Interior Design ◽  
3D Models ◽  
Learning Motivation ◽  
Learning Ability ◽  
Control Group ◽  
P Value ◽  
Learning Effectiveness ◽  
Design Decision ◽  
Mobile Augmented Reality

In this paper we present a mobile augmented reality (MAR) application supporting teaching activities in interior design. The application supports students in learning interior layout design, interior design symbols, and the effects of different design layout decisions. Utilizing the latest AR technology, users can place 3D models of virtual objects as e.g., chairs or tables on top of a design layout plan and interact with these on their mobile devices. Students can experience alternative design decision in real-time and increases the special perception of interior designs. Our system fully supports the import of interior deployment layouts and the generation of 3D models based on design artefacts based on typical design layout plan design symbols and allows the user to investigate different design alternatives. We applied John Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model to validate our solution to examine the students’ willingness and verify the ability of students to improve learning through MAR technology. We compared a sample experimental group of N = 52 test-subjects with a sample of N = 48 candidates in a control group. Learning indicators as learning interest, confidence, satisfaction and effective have been utilized to assess the students’ learning motivation through the use of MAR technology. The learning results have been determined by the independent sample t testing. The significance of the post-test had a p-value < 0.05 difference. The result of the study clearly shows that the reference group utilizing MAR technology as a learning aid show a higher learning effectiveness as the control group. Thus, we conclude that MAR technology does enhance students’ learning ability for interior design and making appropriate design decisions.

An Interactive Mobile Augmented Reality for Tourism Objects at Purbalingga District

2016 ◽  
Vol 1 (2) ◽  
pp. 375 ◽  
Author(s):  
Imam Tahyudin ◽  
Dhanar Intan Surya Saputra ◽  
Haviluddin Haviluddin
Keyword(s):  
Augmented Reality ◽  
Mobile Device ◽  
3D Models ◽  
Extreme Programming ◽  
Mobile Augmented Reality ◽  
Central Java ◽  
Tourism Promotion ◽  
Android Platform ◽  
Tourism Attractions

<p>This paper presents the development of an interactive mobile Augmented Reality (AR) for tourism promotion with eXtreme programming (XP) at Purbalingga district, Central Java that has many places of tourism attractions such as Owabong, Purbasari Pancuran Mas, Sanggaluri Park and BuperMunjuluhur. By applying the AR concept, it is expected the tourism objects could be enhanced by augmenting the virtual brochures which could be viewed over a mobile device. In this study, mobile device Android platform is used to display interactive brochures of tourism promotioncontaining 3D models, animations, and sounds. The brochure provides information in of real attractions of the tourism objects in Purbalingga district.</p>

Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation

2015 ◽  
Vol 11 (2) ◽  
pp. 80-95 ◽  
Author(s):  
Lai-Chung Lee ◽  
Kuang-Chung Hao
Keyword(s):  
Natural Science ◽  
Multimedia Applications ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Effectiveness ◽  
Digital Game ◽  
Game Based Learning ◽  
Teaching Materials ◽  
Motivation Model ◽  
Experimental Group

Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

scholarly journals Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student

2021 ◽  
Vol 16 (07) ◽  
pp. 119
Author(s):  
Alfyananda Kurnia Putra ◽  
Sumarmi Sumarmi ◽  
Alfi Sahrina ◽  
Azni Fajrilia ◽  
Muhammad Naufal Islam ◽  
...  
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Augmented Reality ◽  
Quantitative Research ◽  
Complex Problem ◽  
Control Group ◽  
First Year ◽  
Mobile Augmented Reality ◽  
Complex Problem Solving ◽  
First Year Students

The study aimed to determine the effect of mobile aug-mented reality in the digital encyclopedia on complex problem-solving ability and responsible decision making attitude of first-year students. The research was a quasi-experiment (quantitative research) with pre-test and posttest methods. The population was first-year students of 2019/2020 in the Geography Education program, Faculty of Social Sci-ences, State University of Malang. The experimental group was from the PGEO6006-L class, and the control group was from the PGEO6006-A class, totaled 73 participants. Data were collected using a qualitative method using interviews and a quantitative method using a questionnaire for 4 weeks. The data analysis used an independent t-test to determine the effect of mobile augmented reality on students' complex problem-solving ability and responsible decision making atti-tude in Cosmography class. The results indicated that mobile augment-ed reality in the digital encyclopedia has a significant effect on stu-dents' complex problem-solving ability and responsible decision mak-ing attitude.

Co-Designing Novel Interior Design Services that Utilise Augmented Reality

2014 ◽  
pp. 269-279
Author(s):  
Tiina Kymäläinen ◽  
Sanni Siltanen
Keyword(s):  
Augmented Reality ◽  
Design Process ◽  
Interior Design ◽  
Service System ◽  
3D Models ◽  
User Generated Content ◽  
Interactive System ◽  
Design Concepts ◽  
Complex Process ◽  
System Use

In this chapter, the authors describe a co-design process and the implementation requirements of an interactive interior design service system. To gain design information for the system, they study two focus groups composed of designers, bloggers, and serious amateurs in the field of interior design – the estimated critical users of the forthcoming service system. The framework for the co-design study is twofold. The design aim is to study users’ innovation capability in the early phase of a complex process by utilising co-sketching as a means of obtaining a user model of the interactive system. The technological aim is to create interior design concepts that exploit Augmented Reality (AR), 3D models, and user-generated content within the system framework. This chapter reports the design process and results of the co-design sessions; furthermore, it presents requirements for the system, use cases utilising AR technology, plus consideration and evaluation of the AR functionalities.

The Effectiveness of Cyber Learning Methods to Improve Learning Motivation in Interior Design Courses

2020 ◽  
Vol 17 (2) ◽  
pp. 1147-1155
Author(s):  
Heni Mularsih ◽  
Hartini
Keyword(s):  
Interior Design ◽  
Project Based Learning ◽  
Higher Learning ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Methods ◽  
Post Test ◽  
Cyber Learning ◽  
Experimental Group ◽  
Group Post

The Interior Design courses emphasizing accuracy requires high learning motivation. One stimulus to grow motivation is by applying teaching methods that are in accordance with the characteristics of the course, namely cyber learning methods that also facilitate accuracy and efficiency. The purpose of this research is to improve learning motivation in interior design courses through cyber learning methods employing steps of project-based learning (PjBL). The study included quasiexperiments using two-group post test design. The instrument of learning motivation was adapted from McClelland’s motivational theory. The number of participants was 60 students divided in two groups. The first students group learned by using conventional methods (control group), while the second students group learned by using cyber methods (experimental group). The number of learning was 10 meetings. After completing the meetings, the two groups were measured based on the learning motivation. The results of the study indicate that cyber learning methods can increase student’s learning motivation in interior design courses. Result shows that the experimental group of students has higher learning motivation than students in control group who were leaved uninterfered with the conventional method—the lectures.

scholarly journals Effects of Mobile Augmented Reality (MAR) towards Students’ Visualization Skills when Learning Orthographic Projection

2019 ◽  
Vol 14 (20) ◽  
pp. 106 ◽  
Author(s):  
Marlissa Omar ◽  
Dayana Farzeeha Ali ◽  
Mahani Mokhtar ◽  
Norasykin Mohd Zaid ◽  
Hanifah Jambari ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mental Rotation ◽  
Teaching And Learning ◽  
Spatial Visualization ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
Orthographic Projection ◽  
Significant Difference ◽  
Purdue Spatial Visualization Test ◽  
Experimental Group

Recent study shows an increasing interest towards the implementation of augmented reality in teaching and learning. Majority of the studies in this area focuses on how this technology could impact students’ performance and various skills including visualization skills. Hence, the purpose of this study was to examine the differences in students’ visualization skills after utilizing Mobile Augmented Reality (MAR) and conventional learning in orthographic projection classroom. This study involved 60 students and was conducted in Universiti Teknologi Malaysia: 30 students in experimental group used MAR; 30 students in control group used conventional learning. In this study, mental rotation skills were measured using Purdue Spatial Visualization Test of Rotation (PSVT:R) due to its importance to ensure students understanding in orthographic projection. Results from this study showed a significant difference between students in both group where students in experimental group displayed a significantly higher level of visualization skills in terms of mental rotation skills compared to students in control group. At the end of their study, respondents were given a set of questionnaires to obtain their feedback on the use of MAR. Based on students’ positive feedback on MAR, the result proved that it can be an effective spatial visualization tool. MAR is also practical to be used in classrooms since it has low production cost.

scholarly journals Sustainable Education Using Augmented Reality in Vocational Certification Courses

2021 ◽  
Vol 13 (11) ◽  
pp. 6434
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Self Efficacy ◽  
Learning Technologies ◽  
Reflective Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Effectiveness

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

scholarly journals Development of the MARPEX App Embedding the Mobile Augmented Reality Factors for Learning Motivation in Science Experiments

2020 ◽  
Vol 14 (17) ◽  
pp. 155
Author(s):  
Valarmathie Gopalan ◽  
Juliana Aida Abu Bakar ◽  
Abdul Nasir Zulkifli
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Learning Experience ◽  
Real Life ◽  
Modern Science ◽  
Learning Motivation ◽  
Basic Knowledge ◽  
Mobile Augmented Reality ◽  
School Students ◽  
Technological Advances

Mobile Augmented Reality (MAR) has grown exponentially over the last four decades from imagination to real physical experience, especially in education. Previously, experts have completed the concepts of effectiveness, usability, acceptance and understanding in designing MAR applications to introduce and expose technological advances. However, most of these applications are addressed extensively for classroom science learning, while science experiments receive little attention. Students have to go through difficulties in understanding the phenomena of science and consequently become dissatisfied with their grasp on basic knowledge and eventually cannot pursue higher education or career related to science. This paper presents the development of Mobile Augmented Reality for Physics (MARPEX) application for high school students. The purpose of this application is to enhance the learning motivation in science experiments through the content of modern science. It aims to provide an individual learning experience for each student in science experiments. The MARPEX app design has gone through several phases of filtering and evaluation based on the specified objectives. This application needs to maintain the factors necessary to achieve this goal. This app has been designed and developed specifically for science (physics) experiments on the topic of electromagnetism. The application encrypts several experimental instances with the addition of good visualization to understand this phenomenon and has real-life experimental experience<strong>.</strong>

scholarly journals DEVELOPING LEARNING MEDIA BASED ON AUGMENTED REALITY (AR) TO IMPROVE LEARNING MOTIVATION

2016 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Ridho Dedy Arief Budiman
Keyword(s):  
Augmented Reality ◽  
Random Sampling ◽  
Sampling Technique ◽  
T Test ◽  
Learning Motivation ◽  
Control Group ◽  
Motivation To Learn ◽  
And Control ◽  
Experimental Group ◽  
Posttest Questionnaire

<span lang="EN-AU">This research aims to reveal the development of Augmented Reality-based learning media to increase motivation to learn computer assembly materials. This research is an research and development type. The population was ninth students of SMP Harapan Ananda Kubu Raya totaling 112 students. The sample was 68 students with proportional random sampling technique. Data Collection using a questionnaire. To test the hypothesis, one-tailed t-test was used. Data analysis was performed descriptively. The results showed that one-tailed t-test data is posttest questionnaire motivation experimental class and control sig 0.000 &lt;α 0.05, so it can be concluded that the motivation to learn the experimental group was higher than the control group.</span>

scholarly journals Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

2021 ◽  
Vol 4 (4) ◽  
pp. 327-336
Author(s):  
Gonca Keçeci ◽  
Pelin Yıldırım ◽  
Fikriye Kırbağ Zengin
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Science Teaching ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
School Students

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.

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