Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners' experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: 'Does applied mobile mixed reality create an enhanced learning environment for students?' The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required.

Studies suggest that augmented reality and game mechanics can lead to increase sense of place. This is important as sense of place provides many benefits ranging from personal place significance, to increase interest and stewardship at the place. These benefits combined can lead to enhancement of an offered service. Therefore, the question asked in this research is how to effectively design an experience using these emerging technologies and optimize for successful outcomes? In this study we outline the design and development process of a pervasive mobile application solution using design science research methodology guidelines to answer this question. Specifically, the application solution replicates a human guide and narration experience in the exhibition of indigenous artworks in a university place by integrating augmented reality, micro location, audio and enhancement through gamification service to increase engagement and experience value. We present observation result data from the first iteration of the design science research methodology by analyzing qualitative usability testing of the application by expert stakeholders. The results indicate that the performance usability of the app is satisfactory, and it provides solid base for the next iteration of the development process.

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Nearly ubiquitous smartphone use invites research and development of augmented reality experiences promoting knowledge and understanding. However, there is a lack of design science research dissemination about developing these solutions. This paper adds to the information systems body of knowledge by presenting the second iteration of Design Science Research Methodology artefact and the process of its development in the form of a gamified place experience application about indigenous art, focusing on the optimization of AR integration and user interface enhancements. In testing the usability, we illustrate how the application was optimized for successful outcomes. The qualitative analysis results revealed the high level of usability of the mobile application leading to further testing of efficacy in creating Sense of Place where the art is curated and displayed.

As augmented reality (AR) and gamification design artifacts for education proliferate in the mobile and wearable device market, multiple frameworks have been developed to implement AR and gamification. However, there is currently no explicit guidance on designing and conducting a human-centered evaluation activity beyond suggesting possible methods that could be used for evaluation. This study focuses on human-centered design evaluation pattern for gamified AR using Design Science Research Methodology (DSRM) to support educators and developers in constructing immersive AR games. Specifically, we present an evaluation pattern for a location-based educational indigenous experience that can be used as a case study to support the design of augmented (or mixed) reality interfaces, gamification implementations, and location-based services. This is achieved through the evaluation of three design iterations obtained in the development cycle of the solution. The holistic analysis of all iterations showed that the evaluation process could be reused, evolved, and its complexity reduced. Furthermore, the pattern is compatible with formative and summative evaluation and the technical or human-oriented types of evaluation. This approach provides a method to inform the evaluation of gamified AR apps. At the same time, it will enable a more approachable evaluation process to support educators, designers, and developers.