Department of Information Management, National Chin-Yi University of Technology, No.57, Sec. 2, Zhongshan Rd., Taiping Dist., Taichung 41170, Taiwan.
Department of Inter Design, Asia University, Taichung 413, Taiwan.
Sensors (Basel). 2019 Dec 23;20(1):105. doi: 10.3390/s20010105.
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 = 52 test-subjects with a sample of = 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 testing. The significance of the post-test had a -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.
在本文中，我们介绍了一个移动增强现实（MAR）应用程序，该程序支持室内设计的教学活动。该应用程序支持学生学习室内布局设计、室内设计符号以及不同设计布局决策的效果。利用最新的 AR 技术，用户可以将虚拟对象的 3D 模型（例如椅子或桌子）放置在设计布局图的顶部，并在移动设备上与之交互。学生可以实时体验替代设计决策，并增强对室内设计的特殊感知。我们的系统完全支持导入室内部署布局，并基于设计图上的设计 artefacts 生成 3D 模型，基于典型的设计布局计划设计符号，并允许用户研究不同的设计替代方案。我们应用了 John Keller 的注意力、相关性、信心和满意度（ARCS）学习动机模型来验证我们的解决方案，以检查学生的意愿并验证学生通过 MAR 技术提高学习能力的能力。我们将一个 52 名测试对象的实验组与一个 48 名对照组的对照组进行了比较。通过使用 MAR 技术，学习指标（如学习兴趣、信心、满意度和有效性）被用来评估学生的学习动机。学习结果通过独立样本 t 检验来确定。后测的显著性差异具有 - 值<0.05。研究结果清楚地表明，利用 MAR 技术作为学习辅助工具的参考组表现出比对照组更高的学习效果。因此，我们得出结论，MAR 技术确实增强了学生在室内设计和做出适当设计决策方面的学习能力。
