Assessing mobile mixed reality affordances as a comparative visualisation pedagogy for design communication

Abstract

Spatial visualisation skills and interpretation are critical in the design professions but are difficult for novice designers. There is growing evidence that mixed reality visualisation improves learner outcomes, but often these studies are focused on a single media representation and not on a comparison between media and the underpinning learning outcomes. Results from recent studies highlight the use of comparative visualisation pedagogy in design through learner reflective blogs and pilot studies with experts, but these studies are limited by expense and designs familiar to the learner. With increasing interest in mobile pedagogy, more assessment is required in understanding learner interpretation of comparative mobile mixed reality pedagogy. The aim of this study is to do this by evaluating insights from a first-year architectural design classroom through studying the impact and use of a range of mobile comparative visualisation technologies. Using a design-based research methodology and a usability framework for accessing comparative visualisation, this paper will study the complexities of spatial design in the built environment. Outcomes from the study highlight the positives of the approach but also the improvements required in the delivery of the visualisations to improve on the visibility and visual errors caused by the lack of mobile processing.

Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

“…Table 3 presents the results of the usability measures, as outlined in detail in the methodology section. As might be expected, averages and standard deviation for the accessibility (4.83 ± 0.37), engagement (5.00 ± 0.00) and motivation (5.00 ± 0.00) measures shows little variation in line with previous studies on mobile mixed reality visualization [22]. However, significant variation exists in measures related to manipulability (3.67 ± 0.94) and navigability (3.50 ± 0.96), as well as some variation in other measures and a low score in usability (2.67 ± 0.47) that is able to be teased out further in the qualitative comments outlined in Table 4.…”

“…The interaction of physical directed movement to knowledge and skill aquisition is in line with previous work by Birt et al [4,22]. Users can also show and hide texturual annotations to assist in the self directed learning process.…”

“…The expert participants (n=6) were surveyed using a usability assessment survey derived from [22] and in line with MR usability assessment outlined by Dey et al [23] and general usability heuristics by the Nelson Norman group (www.nngroup.com/articles/usability-101-introduction-tousability). This survey has been tested in [22] but more work is required to determine scales and significance validation.…”

Piloting Experiential Learning through 360° Video and 3d Printing to Improve System Modelling

“…Students were then divided into two groups and participated in the intervention which was followed by a usability test outlined in Table 1 -and validated in [4].…”

Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments

“…There is a growing belief that active and immersive learning engagement and the use of emerging technology, especially in the form of MMR (Birt, Moore, and Cowling 2017;Birt et al 2018;Cochrane, Smart, and Narayan 2018) and BIM (Puolitaival and Forsythe 2016), present an increasing opportunity to enhance higher education pedagogy and AEC design workflow (Birt and Cowling 2018). This study evaluates student experiences of BIM delivered through MMR enhanced learning, using a combination of mobile VR and AR, to postgraduate construction students at an Australian university.…”