[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599865-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599865-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","augmented-reality-virtual-reality-and-their-effect-on-learning-style-in-the-creative-design-process","Augmented Reality, Virtual Reality and their effect on learning style in the creative design process","","Research indicates that learner preferences for using specific interfaces can shape how effectively those interfaces are used, and that learner preference is linked to creativity and ideation. This study applies the VARK learning styles inventory to assess students’ learning preferences and examines how those preferences influence adoption and use of Augmented Reality (AR) and Virtual Reality (VR) during the creative design process. It frames VR as immersive 3D environments and AR as overlaying virtual elements onto physical space.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/augmented-reality-virtual-reality-and-their-effect-on-learning-style-in-the-creative-design-process/599865/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/augmented-reality-virtual-reality-and-their-effect-on-learning-style-in-the-creative-design-process/599865.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study on AR/VR in creative design?","Question",{"text":63,"@type":64},"To explore how learner preferences and user characteristics affect the use of Augmented Reality (AR) and Virtual Reality (VR) during the creative design process.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study measure learning preferences?",{"text":68,"@type":64},"It uses the VARK Learning Styles inventory to assess preferences for visual, auditory, read/write, and kinaesthetic learning styles.",{"name":70,"@type":61,"acceptedAnswer":71},"How are VR and AR conceptualized in the research?",{"text":72,"@type":64},"VR is described as immersive three-dimensional computer-generated environments, while AR is described as overlaying virtual objects onto the physical environment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599865,1792167614,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Augmented Reality, Virtual Reality and their effect on learning style in the creative design process  \nTilanka Chandrasekera, Oklahoma State University, USA  \nSo-Yeon Yoon, Cornell University, USA  \nAbstract  \nResearch has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning preference affect the use of Augmented Reality (AR) and Virtual Reality (VR) in the creative design process.  \nKey words  \naugmented Reality, Virtual Reality, Learning styles, Design education, Creativity.  \nIntroduction  \nIndividuals use interfaces in different ways for different purposes. Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Factors such as cognitive style, gender, and preference have been shown to impact creativity and the ideation process (Baer, 1997; Baer & Kaufman, 2008; Lubart, 1999; Pearsall, Ellis, & Evans, 2008; Shalley, Zhou, & Oldham, 2004; Wolfradt & Pretz, 2001) . Furthermore, there is a relationship between learner preference and creativity (Atkinson, 2004; Eishani, Saa’d, & Nami, 2014; Friedel & Rudd, 2006; Kassim, 2013; Ogot & Okudan, 2007; Tsai & Shirley, 2013) . The purpose of this study is to explore how user characteristics (i.e. learner preferences) affect the use of Augmented Reality (AR) and Virtual Reality (VR) in the creative design process. While VR can be interpreted as immersive three-dimensional computer-generated environments (Bryson, 1995), AR can be conceptualized as overlaying virtual objects over the physical environment (Fischer et al., 2006) . Researchers have investigated how AR and VR can be used in design and design education, but there is a gap in knowledge about how these interfaces affect the cognitive process of designing.  \nThe VARK Learning Styles inventory was used to measure learner preferences for visual, auditory, read/write, and kinaesthetic learning styles. The VARK is considered to be a valid learner preferences tool and it has been used by many researchers (Bell, Koch, & Green, 2014; Drago, & Wagner, 2004; Lau, Yuen, & Chan, 2015) . It was used in this study because it focuses on kinaesthetic and visual learning styles, which relate to the characteristics of the interfaces that are investigated in this study. The rationale in this study was that learners with a preference for kinaesthetic learning will prefer to use an interface that provides more  \ntactility, while those who have a preference for visual learning will prefer to use an interface that provides more visual cues.  \nLearning styles are thought of as a user’s preference for using a certain modality as a means to learn. The main hypothesis of the study stems from the fact that the learner preference correlates to the acceptance of that particular technology, thereby affecting the creative design process through intrinsic motivation (see Figure 1) .  \nLearner preferences  \nCreative Design Process  \nAR/VR  \nVARK Learning Style Inventory  \n• Visual  \n• Auditory  \n• Read/Write  \n• Kinesthetic  \nTechnology Acceptanace  \nFigure 1. Effect of learner preferences on using AR and VR in the creative design process.  \nVirtual Reality (VR) and Augmented Reality (AR)  \nVR has been extensively used in educational environments. As AR technology is becoming more accessible, it is being more often adapted for mainstream use. While VR can generally be interpreted as an immersive three-dimensional computer-generated environment, ARcan be thought of as overlaying of the virtual over the physical environment.  \nVR is a simulated three-dimensional environment which either emulates the real world or acts as an imaginary world. Even though the majority of virtual environments cater to the visual","cbCailS23lCwIcXm","https://ap.wps.com/l/cbCailS23lCwIcXm","pdf",499168,21,"English","# Abstract\n# Introduction\n## Learner preferences\n## Creative design process and AR/VR\n# Virtual Reality (VR) and Augmented Reality (AR)","[{\"question\":\"What is the main purpose of the study on AR/VR in creative design?\",\"answer\":\"To explore how learner preferences and user characteristics affect the use of Augmented Reality (AR) and Virtual Reality (VR) during the creative design process.\"},{\"question\":\"How does the study measure learning preferences?\",\"answer\":\"It uses the VARK Learning Styles inventory to assess preferences for visual, auditory, read/write, and kinaesthetic learning styles.\"},{\"question\":\"How are VR and AR conceptualized in the research?\",\"answer\":\"VR is described as immersive three-dimensional computer-generated environments, while AR is described as overlaying virtual objects onto the physical environment.\"}]","Augmented Reality, Virtual Reality and their effect on learning style in the creative design process | PDF",1792089584,53]