Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience

Abstract

The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies.

Use of the Collaborative Wall to Improve the Teaching-Learning Conditions in the Bachelor of Visual Arts

“…Today, educational institutions are using pedagogical models and technology to transform the teachinglearning process in the Faculties of Arts and Design (Costantino, 2018;Kerr & Lawson, 2020). For example, the use of Blended Learning (BL) and Augmented Reality (AR) allowed the construction of new educational spaces that facilitate the teaching-learning process in the field of Design (Kerr & Lawson, 2020).…”

“…Today, educational institutions are using pedagogical models and technology to transform the teachinglearning process in the Faculties of Arts and Design (Costantino, 2018;Kerr & Lawson, 2020). For example, the use of Blended Learning (BL) and Augmented Reality (AR) allowed the construction of new educational spaces that facilitate the teaching-learning process in the field of Design (Kerr & Lawson, 2020). In particular, the Master of Time application facilitated the active participation of the students inside and outside the classroom, improved the academic performance about the issues of earth architecture and increased the motivation (Kerr & Lawson, 2020).…”

“…Technology is transforming the school activities, functions and attitudes of students and teachers at the Faculties of Arts and Design (Marshalsey & Sclater, 2019;Strycker, 2020). Consequently, institutions have the opportunity to build new educational spaces with the support of digital tools (Brown & Fridman, 2020;Kerr & Lawson, 2020;Salas-Rueda, Salas-Rueda, & Salas-Rueda, 2020).…”

“…Today, the roles of students and teachers are changing due to the emergence of new technological tools (Gopalan, Fentem, & Rever, 2020;Kerr & Lawson, 2020;Marshalsey & Sclater, 2019). Therefore, students 2 / 10 have the possibility to consult the information, use the educational platforms and review the course contents from anywhere (Brown & Fridman, 2020;Chen et al, 2020;Rathner & Schier, 2020).…”

“…Information and Communication Technology (ICT) has improved the teaching-learning conditions in the Faculties of Arts and Design through the use of mobile devices (Souleles et al, 2017), Learning Management System (Strycker, 2020), reality augmented (Kerr & Lawson, 2020), technology applications (Brown & Fridman, 2020;Marshalsey & Sclater, 2019) and social networks (Marshalsey & Sclater, 2019).…”