Incorporating digital media into traditional teaching methods has become integral to modern educational design. Augmented reality (AR) in education is increasingly popular as it facilitates interactive learning experiences. AR integrates computer-generated elements into the real world, offering learners a more hands-on approach than traditional 2D systems. Unlike ubiquitous computation, AR blends virtual elements with real-world environments, creating a visually enriched experience and enabling innovative interactions within these augmented spaces. The widespread use of smartphones and their high consumer adoption levels make them an ideal platform for AR applications. In educational settings, AR heightens the sense of presence and brings enjoyment to students. Academic literature validates the positive impact of AR, emphasizing its value in enhancing student engagement and attention levels, which can make educators feel successful and effective. The enjoyment students derive from AR further underscores its utility in improving the learning experience.
ARCS Increased Student Subject Knowledge in Interior Design:
Keller's ARCS model, a theory designed to boost motivation in instructional design and enhance learning outcomes, was the focus of this study. The research centered on interior design students aimed to understand their perspectives on AR-based learning methods and analyze key learning factors such as motivation, interests, environment, attitude, and delivery. The application of the ARCS motivational model was intended to identify and address students' motivational needs, with the practical aim of significantly improving student learning and performance. The model's emphasis on the interconnectedness of Attention, Relevance, Confidence, and Satisfaction and their positive influence on student learning, particularly in advancing spatial awareness and visualization of design layouts and configurations, has clear and direct implications for interior design education. Research into the impact of Augmented Reality (AR) on student motivation revealed that Mixed AR technologies enhanced the understanding of interior design concepts such as structure, flow, layout, and design symbols. However, there was a need for improvement in students' comprehension of dimensioning. The ARCS motivation model was employed to identify students' motivational requirements for effective learning. Through practical testing, students validated the efficacy of the research in capturing their attention, connecting instructional materials with learning experiences, boosting their confidence, and ensuring satisfaction. AR technology offers significant benefits to interior design students and provides a framework for assessing the utility of new teaching technologies.
“Good teaching content design can arouse students’ attention and interest, let learners have confidence in the topics and content of learning, help students build their own learning ability, and finally allow students gain satisfaction after learning.”
Emerging Technology Impact
Chapter 9 of ‘Trends and Issues in Instructional Design and Technology' frequently centers on the impact of emerging technologies on instructional design. It explores how these technologies can improve learning experiences and outcomes by integrating elements akin to the ARCS model and various instructional design theories. Keller's research on motivation theory in learning psychology focuses on two main aspects: input and output. Input involves interesting content, learning environment, and personal and environmental factors. Output consists of the learner's effort, performance, and learning outcomes. Emerging technologies like Augmented Reality (AR) and Mixed Reality (MAR) in teaching methodologies prove significant. Mixed AR enhances interest in learning and engagement by providing interactive and immersive experiences. Mixed AR technologies contribute to improved learning outcomes, resulting in heightened interest and satisfaction. Effective use of technology in instructional design to create more engaging and satisfying student learning experiences by exploring the potential for customizing technology to suit specific educational contexts. The student's application of instructional design principles in tailoring Mixed AR technologies to enhance learning outcomes in interior design underlines the importance of context-specific educational approaches. This emphasis on context-specificity reassures the audience about the relevance and applicability of the research in their own educational contexts, making them feel confident in the findings and implications of the study.
“ The aim of ARCS is to help in the curriculum design or in improving teaching. This model emphasizes the motivation of the learner, which must be matched with the use of these four elements to achieve increased stimulation of student learning.”
MARred Motivation
The article comprehensively analyzes the various benefits of using mixed and augmented reality (MAR) technologies in interior design education. These technologies notably enhance self-study capabilities, facilitate the exploration of design alternatives, encourage spontaneous learning behaviors, and ultimately contribute to improved learning outcomes. An essential aspect of these emerging technologies is their ability to empower students to take charge of their learning processes, fostering autonomy and self-regulated learning. Through MAR, students can actively engage in self-improvement, driven by frequent and structured practice sessions that heighten motivation and enthusiasm for learning. A key advantage of MAR is its ability to offer students real-time visualization of the potential consequences of various design choices, significantly contributing to developing their practical skills. Additionally, the immersive nature of MAR platforms is crucial in stimulating creative thinking and fostering innovative problem-solving abilities among students. Research findings also emphasize the positive impact of emerging technologies like MAR on enhancing overall learning satisfaction and outcomes. Integrating these cutting-edge technologies with motivational strategies creates a more engaging, effective, and gratifying learning environment. The use of MAR technologies in interior design education aligns with the core principles outlined in Chapter 9 of "Trends and Issues in Instructional Design and Technology," particularly emphasizing the enhancement of independent learning, practical application, creativity, and overall improvement of learning satisfaction and outcomes.
"AR technology superimposes information into the real world through a virtual scene. In virtual reality (VR) (systems as [17]), the consumer is immersed into a completely artificial world—AR overcomes this shortcoming, and embeds virtual content into the real world."
Conclusion
The integration of Keller's ARCS model with emerging technologies akin to Mixed Reality (MAR) and Augmented Reality (AR)has significantly improved interior design students' educational experiences and outcomes. For instance, in a design studio, students can use AR to overlay their design concepts onto real-world spaces, enhancing their spatial awareness and design visualization. By applying the principles of Attention, Relevance, Confidence, and Satisfaction, ARCS has effectively addressed students' motivational needs, resulting in heightened engagement and enhanced learning performance. Studies have demonstrated that AR and MAR technologies significantly bolster students' spatial awareness, design visualization, and practical application of design concepts despite challenges in understanding dimensions. These immediacy and interactivity cultivate a self-directed, immersive learning environment that nurtures innovative thinking and problem-solving. Chapter 9 of "Trends and Issues in Instructional Design and Technology" underscores the profound impact of emerging technologies on instructional design. When thoughtfully tailored to educational contexts, these technologies fulfill the motivational criteria outlined in the ARCS model, leading to greater satisfaction and improved learning outcomes. This approach’s emphasis on contextual specificity ensures that Mixed AR and MAR's benefits align with interior design education's unique needs and expectations. This research provides valuable insights into how modern technological tools can revolutionize and enhance learning, making a compelling case for their more comprehensive integration into educational curriculums.
References
Bier, E.A.; Stone, M.C.; Pier, K.; Buxton, W.; DeRose, T.D. Toolglass and Magic Lenses: The See-through Interface. In Proceedings of the 20th Annual Conference on Computer Graphics and Interactive Techniques, Anaheim, CA, USA, 2–6 August 1993; ACM: New York, NY, USA, 1993; pp. 73–80.
Lugmayr, A. Applying “Design Thinking” as a Method for Teaching in Media Education. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, Tampere, Finland, 28–30 September 2011; Lugmayr, A., Franssila, H., Safran, C., Hammouda, I., Eds.; ACM: New York, NY, USA, 2011; pp. 332–334.
Robert A. R; J. V. Dempsey (2020) Trends and Issues in Instructional Design and Technology (4th Edition) Pearson
ELM Learning. (June 24, 2021). The Difference Between Creativity Vs. Creative Learning (and How To Harness Both). https://elmlearning.com/blog/creativity-vs-creativlearning/#:~:text=Creative%20learning%20is%20not%20memorizing,instruction%20process%20using%20creative%20methods
Applying Mixed Augmented Reality(AR) to Teach Interior Design Students in Layout Plans: Evaluation of Learning Effectiveness Based on the ARCS Model of Learning Motivation Theory Yuh-Shihng Chang, Kuo-Jui Hu, Cheng-Wei Chiang and Artur Lugmayr Special Issue Selected Papers from the IEEE International Conference on Consumer Electronics – Taiwan (IEEE 2019 ICCE-TW) Edited byProf. Dr. Yu-Cheng Fan, Prof. Tin-Yu Wu and Prof. Dr. Yen-Lin Chen
Good afternoon, Lynn.
I enjoyed your case on Mixed Augmented Reality. Your discussion on the ARCS model and the benefits of MAR are convincing. I find AR and VR to be very engaging and beneficial in education in the right circumstances. I found an excellent article on MAR use in vocational education using HoloLens 2. It’s a case study in New Zealand that looks at several programs in the colleges and universities. Nursing is one of the programs discussed and I think you would find it interesting (Adams et al., 2022). You will find the nursing program discussion on pages 4 to 6. Students used the HoloLens 2 to view anatomy virtually but sitting in their physical space. The models…
Hi Lynn,
Your post was very informative, and I found the video you shared to be a great segue into your thoughts! Prior to reading your post, I only knew about AR and VR in the context of video games, so it was fascinating to learn about their use in training people. Your insights on self-study in relation to AR/VR learning were particularly intriguing.
As I read through your post, I thought about driving as an example where this form of learning could be very beneficial. It also occurred to me that this could be a valuable tool for survivors of traumatic car accidents to work towards driving again. By providing a safe and controlled environment, AR/VR could help these…