Developing skills of fashion design by augmented reality technology in higher education

Elfeky, Abdellah Ibrahim Mohammed; Elbyaly, Marwa Yasien Helmy

doi:10.1080/10494820.2018.1558259

Cited by 49 publications

(32 citation statements)

References 32 publications

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“…In the art education workshop, students use AR software to convert coloring between 2D graphics and 3D models while realizing the feasibility of applying AR to the art education environment [33]. In fashion design courses AR textbooks can increase student's learning attitude [34] and motivation to improve learning effectiveness [34,35]. Compared with traditional textbooks, AR textbooks have obvious teaching advantages, mainly in learning behavior and teaching environment.…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, the research on the application of AR textbooks in the field of art design mainly focuses on the development of tools and the implementation of evaluating students' learning effectiveness [33,35] Secondly, the research on the continuous use of AR technology in higher education has found that AR technology is not much used in the field of art and design education [6], nor is there much exploration on the factors that influence students' continuance intention of using AR textbooks. This study believes that the application of AR technology in teaching classrooms has significant teaching benefits which can improve students' learning effectiveness, and AR has the potential as a textbook tool for long-term use in teaching.…”

Section: Introductionmentioning

confidence: 99%

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Continuance Intention of Augmented Reality Textbooks in Basic Design Course

et al. 2021

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The Basic Design course can help students understand design principles and visual art elements It is a compulsory basic course for the department of art and design in many universities. In recent years, Augmented Reality (AR) technology has found its way into the field of design education and has become a popular textbook tool in teaching courses. There are not many pieces of research on the application of AR in design courses. Therefore, this study attempts to explore the factors that affect students’ acceptance of AR textbooks in Basic Design course and their continuance intention for AR textbooks. This study first focused on students with experience in using AR textbooks. Open-ended questions were used to collect factors that allow AR textbooks to be used in the design curriculum; then questionnaire surveys and factor analysis were conducted and the research hypotheses are presented. Then, the research hypotheses were verified through reliability and validity as well as structural equation modeling. Three factors and 15 items for students to accept AR textbooks in the Basic Design course were summarized in the research results, including the three factors named “Visual Attraction”, “Knowledge-ability”, and “Situational Experience”. The analysis of differences showed significant differences in gender among these three factors and no significant differences between grades and departments. Also, it was found from the analysis results of the structural equation model that the factors of “Visual Attraction” and “Knowledge-ability” both had a positive effect on the continuance intention, of which “Knowledge-ability” was the most important influencing factor. The results of this study can help the application and development of AR textbooks in the Basic Design course.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

et al. 2021

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“…Face-to-face class is the primary teaching method that has been used for vocational education, and teacher demonstrations are a fundamental aspect of vocational education. Students consider the teacher's explanation, observe the demonstration of relevant skills, and then learn by imitating techniques and practicing repeatedly; subsequently, the teacher provides immediate feedback and corrections in class [15,16]. In the field of technology-related or vocational education, students should take the initiative in academic activities, learn through doing and continual practice, and avoid simply listening to the teacher in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Lee

Hsu

2021

Sustainability

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In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

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“…The South African school curriculum (which includes Consumer Studies) envisions learners who would be able to "communicate effectively using visual, symbolic and/or language skills in various modes" (DBE, 2011:4), and smartphones can contribute to attaining this goal. Many different ways of communication are supportedfor example, learners can communicate using applications, wikis (Lai & Lum, 2012:58) or with (or through) virtual avatars or other imagery (Elfeky & Elbyaly, 2018:3) such as videos or photographs.…”

Section: Advantages Of Using Smartphones In Learningmentioning

confidence: 99%

Smartphones to Support Learning and Teaching: Divergent Perspectives

Toit¹

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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Learning-teaching support media for the subject Consumer Studies are scarce. This subject offers great entrepreneurship potential for learners, is growing in popularity and is being expanded to more school phases in the South African school system. In addition, Consumer Studies includes a broad variation of topics, which obliges these subject teachers to have a broad and deep knowledge of all the diverse topics. It is therefore imperative to provide teachers with media they can use to support them in the teaching, and learners in the learning, of Consumer Studies. After a recent survey indicated that digital technologies such as smartphones abound in South Africa, the potential of these devices to serve as learning-teaching support media for the subject Consumer Studies in particular, was explored. To gain deeper insight into how smartphones can contribute to learning and teaching-particularly in Consumer Studies-with the ultimate purpose of enhancing the preparation of Consumer Studies student teachers, qualitative exploratory desktop research was employed. The findings indicated that, despite numerous ways in which smartphones could serve as learning-teaching support media, particularly for Consumer Studies, using these devices for learning and teaching is not uncomplicated. Several pitfalls associated with the use of smartphones also emerged. The divergent perspectives that emerged from the findings were used to make recommendations that could be used in the preparation of student teachers to teach the subject and to which practising teachers could refer when utilising smartphones as learning-teaching support media.

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Developing skills of fashion design by augmented reality technology in higher education

Cited by 49 publications

References 32 publications

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

Sustainable Education Using Augmented Reality in Vocational Certification Courses

Smartphones to Support Learning and Teaching: Divergent Perspectives

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