Abstract
For many years, it is recognized that student curiosity and exploratory learning are key stimulators of creative development in design education. In this paper, we investigate how AR technology naturally stimulates and sustains the learner’s curiosity to engage with a learning environment, which makes them actively investigate and discover spatial relationships and design possibilities. The purpose is to fill the gap in empirical research on how AR-driven exploratory learning increases student engagement and creative development in design-focused education. This study is centered around exploring how AR’s immersive visualizations can spark curiosity-driven experimentation, leading to improved design conceptualization, iteration, and professional preparedness. Through adopting the case study methodology for accumulating data from institutes of designs involving AR-enhanced learning modules along with student-led discovery of the content, knowledge activities will include analyzing how interest manifests in user experiences; patterns of experimentation in the design process and feedback mechanisms among instructors and students. The preliminary findings show that the interactive nature of AR not only enriches the understanding of concepts and enhances the confidence of students toward creativity but also maintains the natural curiosity of students toward exploring various design iterations and possibilities. The research concludes that AR technologies have a great promise to change the design education experience as they can foster innate curiosity, but accessibility and cost remain as challenges.
Presenters
Shoeb Iqbal KhanStudent, PhD, School of Doctoral Research and Innovation, GLS University, Gujarat, India
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Augmented Reality, Curiosity-Driven Learning, Spatial Visualization, Creative Exploration
