Mobile augmented reality learning: design exploration toward student learning trends

The advancement of educational technologies and students learning trends have forced the educationist to adapt a new innovative learning method in disseminating learning content. This approach inspired the research to explore the Mobile Learning (mLearning) platform designed specifically for architectural history education via Augmented Reality (AR) app. Throughout the research, the researchers highlight the mLearning platform’s theory, potential, requirements as well as challenges in responding to students learning trends. The research objectives are; First, to investigate the students learning trends in utilizing educational technology infrastructures available at the higher education institution. Second, to explore the development of Mobile Augmented Reality Learning Platform toward learning experiences. The qualitative approach is applied which involved exploratory literature reviews, expert interviews and document analysis for formative evaluation. The reflection promises a new way of students learning experience by enhancing the traditional learning method via Mobile Augmented Reality Learning Platform

Architectural history education: students’ perception on mobile augmented reality learning experience

Learning Architectural History in architecture schools remains as a challenge to many students in the built environment institutions. Historical buildings information can be very complicated and complex, that make learning considerably difficult, especially when there are too many variations of building shapes, forms, and treatments. The implementation of traditional learning and teaching method, solely via lecture that is currently still in practice, may have contributed to students’ difficulty to understand and experience historical buildings to the optimum level. As Mobile Augmented Reality (MAR) application's popularity is increasing in the educational field, it inspires researchers to evaluate students’ perception on MAR usage for the architectural history education. Hence, this research aims to explore the usage of Mobile Augmented Reality (MAR) application as a new innovative method for students to learn architectural history intuitively and interestingly. The research has two objectives; firstly, to investigate the MAR current practice on architectural history education, and secondly, to evaluate students’ perception of MAR in assisting students’ learning experience. The researchers adopt mixed methods approaches, consisting of literature reviews, and survey questionnaires. As a conclusion, MAR promises a new wave of the learning experience for students, which provides flexible and intuitive learning activities to them

Experimenting technology enhancement active learning with support of mobile device, gamification and augmented reality application

Having lecture series as the main instructional design in tertiary education is considered no longer relevant recently. Students nowadays are exposed to gadget and online environment that imposing them into listening to lectures alone does not produce effective learning result. This research investigates how an instructional design could be planned to make learning enjoyable, by experimenting digital technology to enhance active learning, with support of mobile devices and augmented reality application. First, an innovative instructional design is developed using combination of traditional and modern techniques of teaching and learning, for the dissemination of knowledge in timber building construction class. The improved instructional design engages students to experience five stages of learning processes that have been enhanced with game elements; listening to the lecture, gamifying quiz, experimenting the visualization of augmented reality models, gamifying quiz again, and expressing their opinion. The instructional design is tested in a session of building construction class, specifically focusing on timber construction of Malaysian traditional houses. Students’ insight is later sought via online survey, to obtain their feedback on the tested instructional design. The majority of respondents confirmed that conventional teaching method is still relevant in this digital era. However, the usage of Technology Enhancement Active Leaning (TEAL) is preferred by very high percentage of the respondents. The majority of respondents also agreed that mLearning of Augmented Reality helps to enhance active learning in the classroom setting

Passive design strategies of colonial mosques in Malaysia

Mosque architecture in Malaysia has been classified into three different styles; Vernacular, Colonial and Modern. This paper focused on evaluating the passive design strategies adopted in Colonial style mosques. In general, Colonial building styles were built from the 17th to the 20th centuries. This style was brought in by the European, depicting the architecture style of the West. Therefore, this study is intended to evaluate the strategies of climatic adaptation of Colonial Architecture style Mosques in Malaysia climate. The first objective of this study is to identify the passive design elements found in three (3) case studies of Royal Colonial Mosques in Malaysia, while the second objective is to evaluate the significance and effectiveness of the passive design strategies adopted by Colonial style mosques in Malaysia. The study methodology comprises of three stages. Firstly, the observation and literature review on the Colonial Mosques, secondly, the simulation of the indoor environment of three (3) Colonial Mosques case studies, and thirdly, the analysis of results obtained from observation and simulation. It was concluded that colonial design elements found in the three (3) Colonial Mosques are responsive to Malaysian climate and are significant and effective. All three Royal Colonial mosques adopted five passive design strategies. Among the five, the most significant and effective passive design strategies is the Verandah, which gives full protection of the openings from the solar radiation. In addition to that, the introduction of dome into mosque design contributes to the improvement of indoor environment. The dome provides a large roof space, which protect the indoor space from solar radiation. Colonial architecture style Mosques was influenced by the Western architecture, which are usually designed for temperate countries. However, the colonial architecture was adapted to Malaysia climate for Colonial Mosques design and provide comfortable indoor environment to the Mosques

Mobile blended learning environment for architectural history education: students’ learning experience via mobile learning platform

Architectural history education consists of a complex structure of narrative information and disseminates in the sequentces manners. This narrative information covers not only the morphological of the building but also involves various fields. leads to the learning problemsIt a huge mistake when the educationists disseminate the narrative information in the form of a textbook or written in the short form for the students to learn. Consequently, isit triggersforces the higher education institution to adopt a new innovative way of teaching and learning which parallel to the student learning trends. With the advancement of educational technology has inspired educationist to explore its potential toward learning environment. Today, the blended learning become the buzz word at the higher education institution. Thus, the research explores the Mobile Blended Learning Environment (MBLE) designed explicitly for architectural history education via the mobile platform. This mobile learning platform integrates with the mobile web, Mobile Augmented Reality (MAR) app, the online game app as well as cloud database to support various student learning activities. The research has two following objectives; First, to develop the MBLE parallel to the student learning trends at the higher education institution. Second, to evaluate the MBLE toward learning experience at the higher education institution. The research applied mix mode research where involves qualitative (exploratory reviews, expert interviews, video observation and document analysis method) and quantitative questionnaire). The reflection offers a new way of students learning environment by enhancing the traditional learning method via MBLE

Mobile augmented reality learning: design exploration toward student learning trends

The advancement of educational technologies and students learning trends have forced the educationist to adapt a new innovative learning method in disseminating learning content. This approach inspired the research to explore the Mobile Learning (mLearning) platform designed specifically for architectural history education via Augmented Reality (AR) app. Throughout the research, the researchers highlight the mLearning platform’s theory, potential, requirements as well as challenges in responding to students learning trends. The research objectives are; First, to investigate the students learning trends in utilizing educational technology infrastructures available at the higher education institution. Second, to explore the development of Mobile Augmented Reality Learning Platform toward learning experiences. The qualitative approach is applied which involved exploratory literature reviews, expert interviews and document analysis for formative evaluation. The reflection promises a new way of students learning experience by enhancing the traditional learning method via Mobile Augmented Reality Learning Platform

Go virtual: exploring augmented reality application in representation of steel architectural construction for the enhancement of architecture education

This research explores the application of Augmented Reality (AR) in architecture education, specifically focusing on students’ understanding of steel architectural construction. The research has the following objectives: to reconstruct virtual 3D construction steel details with AR application, to analyze students’ feedback on their explorative learning experience and to examine their satisfaction in the learning method introduced using AR application. This research is conducted using qualitative and quantitative approach. Primary data is obtained by letting students to reconstruct 3-D modelling of steel architectural details and their AR prototypes, and by obtaining students’ feedback via questionnaire survey. Secondary data is obtained by literature review in relation to background studies of AR technology advancement. The results show that 87% of the students agreed the assignment offers great experience in learning. Furthermore, 79% of the respondents were satisfied with the learning by experience. This study contributes to the provision of knowledge on the advancement of Augmented Reality (AR) applicable in Architecture education, in particular, steel construction information and development

Physical vs augmented reality model: comparative study toward learning experiences at heritage studies gallery

The research focuses on the comparison of students’ learning experience between usage of physical models and Augmented Reality (AR) models of Islamic Heritage at Heritage Studies Gallery. Currently, the gallery has embedded mobile AR technologies as an alternative in collecting, and displaying the learning content. These mobile AR technologies work as a medium of interaction between the students and learning content. AR models are not going to replace the roles of physical models, but they are used to assist students’ learning by utilising 3D visualizing media especially for Islamic architectural heritage. Thus, the objective of this study is to compare the students’ perceptions of their learning experience between utilising physical models versus using AR models of Islamic Architectural Heritage. The research applied qualitative-quantitative mixed research approach, where the observation through video camera and questionnaires are used to obtain primary data. The survey on the students’ perception would be collected right after the students experience the learning process at the gallery. It is anticipated that AR models is preferable as compared to physical models in the context of the gallery display for learning experience. The reflection of this research, highlight the role of both learning objects as learning components that offer learning impact to the student learning experience

Physical versus augmented reality model: Comparative study toward learning experiences at heritage studies gallery

The research focuses on the comparison of students’ perception toward learning experience between the usage of physical models and Augmented Reality (AR) models of architectural heritage at Heritage Studies Gallery. Currently, the gallery has embedded Mobile Augmented Reality (MAR) technologies as an alternative in collecting, preserving and displaying the collection. It is anticipated that AR models is preferable as compared to physical models in the context of the gallery display for learning experience. However, architectural education still believed in physical models as a medium of communication that assist students’ learning experiences. In this research, the AR models are not going to replace the roles of physical models, but they are used to assist students’ learning by utilising 3D visualizing media especially for architectural heritage education. Thus, the objectives of this research are to highlight the role of both media in architectural heritage education and to compare the students’ perceptions of their learning experience between utilising physical models versus using AR models of Architectural Heritage. The research applied qualitative-quantitative mixed research approach, where the observation through video cameras and questionnaires are used to obtain primary data. The video observation and questionnaire on the students’ perception would be collected right after the students experience the learning process at the gallery. The reflection highlights the role of both media toward the students learning experience especially in architectural heritage education at the gallery. The research also looking forward on collaborative learning by combining both media which could be applied to other disciplines

Interfaced environment for the teaching of subjects on building construction and materials: showcases of two experimentations

In the attempt to implement Blended Learning (BL) in architectural education, various efforts have been initiated, including in the effort to create Interfaced Environment for the teaching of subjects on Building Construction and Materials. Interfaced Environment could be developed by integrating real and augmented realities for architectural visualization of building construction details. Augmented Reality (AR) has immense potential to produce spectacular architectural visualization and representation; hence, it could be integrated with the current trend of Blended Learning. This research assesses the integration of AR visualization with Blended Learning in architectural education, by experimenting techniques of AR application in the teaching and learning of building construction courses. Two (2) projects have been carried out to experiment the integration techniques, and assessment would be made to examine the strength of the integration as attributes for successful learning. This research uses qualitative research approach to have the explorative inquiry of the experimentation, focusing on tentative usages of AR in two (2) construction courses of steel and timber. Meanwhile, quantitative research approach has also been applied to this research by having survey questionnaires to obtain students’ feedback on their acceptance on the integration. Data from the two experimentations would be analyzed and compared to generate conclusive idea on the potential of integrating AR with Blended Learning to enhance the teaching and learning of architecture. This research found that AR has been successfully integrated with blended learning and most students who participated in the two experimentations favor AR, as features of blended learning, to be continuously implemented in the teaching and learning of architectural education