article · Interactive Learning Environments
Augmented reality tools offer new ways to support higher education, yet their specific role in creative disciplines requires further evaluation. A study examined how augmented reality impacts the acquisition of fashion design skills among tertiary students compared to traditional teaching methods supported by videos in a learning management system. Fifty-four students were randomly divided into two equal groups to evaluate the two instructional formats. Student outputs were evaluated across functional, aesthetic, and creative dimensions. The results demonstrated that fashion products created by students taught using augmented reality achieved higher rates of success and acceptance across all three criteria, as well as higher overall design skill levels, than products from the control group. These findings provide empirical backing for integrating augmented reality into educational technology development.
Determining how digital visual tools impact specialised university courses helps institutions modernise their curricula. By confirming that augmented reality boosts functional, aesthetic, and creative competencies beyond standard video-based learning, this work provides instructional designers and academic leaders with concrete justification for adopting immersive visual technologies in hands-on creative training.
This work demonstrates an applied and tested instructional method for tertiary design education. The primary beneficiaries are educational software developers and university departments seeking interactive training tools. Moving from this experimental stage towards commercial use would require packaging augmented reality training modules into scalable software that can integrate smoothly with existing higher education learning management systems.
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Little studies have been conducted on the question of the use of augmented reality technology in the education field. The effects of augmented reality technology on the educational environment of tertiary students need to be further explored. Therefore, the present study aimed to investigate the effectiveness of augmented reality technology in developing students’ fashion design skills. The participants were 54 tertiary students. They were randomly divided into two groups, each group involved 27 students. Data collected from a three-aspect questionnaire namely, the functional, aesthetic and creative were analyzed to address the research issues. Findings showed that fashion products of students who were taught via the use of augmented reality technology achieved higher success and acceptance in all aspects (the functional, aesthetic, creative), and the fashion design skills as a whole ones than the products of students who learnt via the traditional teaching method supported by educational videos provided by the learning management system. The findings provide important evidence for the augmented reality benefits in research and development of educational technology.
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DOI: 10.1080/10494820.2018.1558259
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