摘要
Tangible augmented reality (TAR) technology opens a novel realm which integrates the computer-generated elements into the real word. Its applications into design education have been explored with a limi-tation to this entire area. TAR offers an innovative learning space by merging digital learning materials into the format of media with tools or objects which are direct parts of the physical space. It is therefore conceived that such combination opens new perspectives in teaching and learning. This paper presented and evaluated one TAR system to improve the pedagogical effectiveness of experiential and collaborative learning process in urban design education. The results from the experiments were analyzed under a previously developed theoretical framework, which show that TAR can enhance the design activities in some collaborative work.
Tangible augmented reality (TAR) technology opens a novel realm which integrates the computer-generated elements into the real word. Its applications into design education have been explored with a limi-tation to this entire area. TAR offers an innovative learning space by merging digital learning materials into the format of media with tools or objects which are direct parts of the physical space. It is therefore conceived that such combination opens new perspectives in teaching and learning. This paper presented and evaluated one TAR system to improve the pedagogical effectiveness of experiential and collaborative learning process in urban design education. The results from the experiments were analyzed under a previously developed theoretical framework, which show that TAR can enhance the design activities in some collaborative work.
基金
This research was initiated through funding from the University of Sydney through a Research-enhanced Learning and Teaching Scholarship Grant and has continued by support from the US National Science Foundation under Grant No. 0700492-CMMI.
