Main Article Content
Interior Design process is an established method of design
problem solving. By using prototypes, design students can
better visualize structures and can give students a more
concrete result when working on a design project.
According to a study by Grosslight, Unger, Jay and Smith
(1991), students are likely to think of prototypes as
physical copies of reality that envelop various
spatiotemporal views, instead of representations that
envelop various theoretical perspectives. Past literature
and research has suggests that student’s rate building
prototypes highly when compared with other types of
representations, which implies that they are better able to
learn the design process when using prototypes (Lemons,
Carberry, Swan & Rogers, 2010). This study documents
alternate modeling strategies utilising technologies such as
Virtual Reality (VR) and Augmented Reality (AR) in
Architectural and Interior Design education through the
Technology Acceptance Model to better understand how
students perceive design solutions in early design studios.
The results of the study suggest that design students
found physical models to be comparable to AR models
and that the AR technology was easy to use.
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