Improving Pedagogy of Product Design Education in India through Augmented Reality
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Abstract
Augmented Reality (AR) is a powerful tool that is progressively perceived as the effective tool in augmenting the visualisation and encouraging creative investigation in design education. The current study examines how the use of AR-based instructions impact core skills required to design products including spatial visualisation, creativity, engagement, and iterative behaviour in designing products. The mixed-methods design was applied, which involved the combination of the findings through the existing AR research and a simulated dataset with one hundred design students, which were adjusted in accordance with the patterns that were empirically described. Results show significant advancements of the spatial reasoning abilities, creative performance and clarity of thoughts, after exposure to AR, in the form of measured performance measures. Analyses of behaviour also establish the existence of a strong positive relationship between ideation depth and student engagement indicating that AR supports more exploratory and iterative design behavior. Advanced statistics tests such as a correlation heatmap and distribution shift analysis provide insight into how AR improves a variety of cognitive and behavioural variables simultaneously and that AR reduces performance gaps among learners. Together, these findings contribute to the thesis statement that AR is a significant pedagogic enhancement to the education of product design, especially in resource-rich resources of such a location as India. Although the further validation in the classroom is recommended, the presented research provides resounding proof that the implementation of AR into design-related teaching programs can significantly improve the quality of learning and create a more stimulating, fairer learning environment..
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