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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/112979

    Title: 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
    Authors: 張裕幸;Chang, Yuh-Shihng;胡國瑞;Hu, Kuo-Jui;蔣政衛;Chiang, Cheng-Wei;Lugmay, Artur;Lugmayr, Artur
    Contributors: 室內設計學系
    Keywords: mobile augmented reality;mLearning;interior design;Augmented Reality (AR);Attention;Relevance;Confidence;and Satisfaction (ARCS);learning motivation;ARCS;learning design
    Date: 2019-12
    Issue Date: 2020-09-04 16:00:31 (UTC+8)
    Publisher: 亞洲大學
    Abstract: 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.
    Relation: SENSORS
    Appears in Collections:[室內設計學系] 期刊論文

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