Abstract. With the advances in computer technology, it is an inevitable choice for design educators to use digital tools to instruct students on subjects that are previously accomplished by face-to-face communication. The growth and dispersion of computer assisted instruction stimulate design educators to develop pedagogically effective learning models for traditionally studio-based design education to cope with the pressure of globalized competition and the demand for interdisciplinary cooperative communication. The main purpose of this study was to investigate how students interact with augmented reality models in design programs and to evaluate their perceptions regarding the representations in learning about 3D concepts. Key issues in computerized design education were explored and attention was given to the application of related augmented reality applications to smooth out the development of computerized design programs. The result of such an augmented reality application was evaluated and design students' best practice in action was reflected.
Abstract. The ability of a weakly anisotropic thin film to modulate the polarization state of light was considered. We found that, in a configuration for enhanced polarization conversion, most polarization states can be generated by tuning the direction of incident linear polarization and the aspect of the anisotropic thin film. The modulation for omniform polarization state can be extended to a broad wavelength range by adding an isotropic thin film in the system.
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