Open AccessA study of Augmented Reality as a teaching and learning technology in the field of Design
Author(s) -
Joyce Martins Arimatéa Branco Tavares,
Diogo Cortiz
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.5753/svr_estendido.2021.17652
Subject(s) - preference , augmented reality , sample (material) , computer science , field (mathematics) , perception , research design , mathematics education , significant difference , point (geometry) , statistical significance , sample size determination , process (computing) , psychology , human–computer interaction , mathematics , statistics , chemistry , geometry , chromatography , neuroscience , pure mathematics , operating system
This paper aims to describe the results of a study about the effectiveness of Augmented Reality (AR) as a learning tool in Design. We proposed a design experiment to assess whether AR could improve learning in introductory drawing lessons. We used a sample of 60 students (N=60) from a technical school in the west of greater São Paulo for this purpose. The sample was divided into two groups: the control group (using just drawing regular tools) and the experimental group (using AR as an additional tool). Three expert reviewers were recruited to evaluate the final design of the participants. The reviewer evaluation results showed no statistical significance regarding reviewers' evaluation between control and experimental groups; however, a survey with the same students showed a statistical significance in their preference for using AR. A qualitative survey with participants also showed a preference for using AR. Based on those results, we argue that although the results did not show a significant difference from the evaluators' point of view, the students' perception suggests that AR can be an important auxiliary tool in the learning process.