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is the study’s main goal regarding XR and design pedagogy?","Question",{"text":63,"@type":64},"To evaluate possibilities of using XR technology within a constructivist learning approach in the interior design studio, measuring its effectiveness as a pedagogical tool.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which learner factors and measurement tools does the study use?",{"text":68,"@type":64},"It measures learner preferences using a modified Technology Acceptance Model (TAM) questionnaire and the VARK learning styles tool, covering visual, auditory, read/write, and kinaesthetic styles.",{"name":70,"@type":61,"acceptedAnswer":71},"How does learner preference relate to learning effectiveness in the proposed framework?",{"text":72,"@type":64},"Learner preference is hypothesized to correlate with acceptance of information delivery methods, influencing learning effectiveness by lowering cognitive load and increasing intrinsic motivation in constructivist 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North Texas, United States  \nAbstract  \nIt is evident from previous research that learner preference, cognitive load and effective learning are interconnected. Designers’ individual characteristics and preferred modality of information delivery in the design studio has direct relation to the effective use of the information delivered. This study evaluates and discusses possibilities of using XR (Extended Reality) technology within the framework of constructivist learning approach in the interior design studio by measuring its effectiveness as a pedagogical tool. The nature of the design studio and its pedagogy stayed nearly analogous throughout the past century (Bashier, 2014; Koch, 2006) . The exponential advancement of information, communication technologies and generation Z’s assertiveness toward electronic ‘device’ oriented lifestyle are the two major challenges that today’s design studios yet to adopt for effective design education. With an overview of contemporary design pedagogy and the potential use of XR for a constructivist learning environment; this study explores students’ learning styles and identifies how these learning preferences affect their learning outcome in traditional and Extended Reality based learning environment.  \nKeywords  \ndesign studio instructions; traditional method; extended reality; learning styles; learning outcome  \nIntroduction  \nDesign education in this digital age is facing major challenges to bridge the gap between conventional design education and generation Z’s learning preferences. This is due to the unimaginable pace of advancement of technology and its recent shift from the Information Age to Experience Age (Wadhera, 2016) . Designers are unique in their creative thinking and ideation process, synthesizing information, constructing new knowledge and are explicitly influenced by  \ngender, culture, background, cognitive style, available technology and exposure to the outside world (Baer, 1997; Baer & Kaufman, 2008; Gül, Gu, & Maher, 2008; Hu-Au & Lee, 2017; Lubart, 1999; Pearsall, Ellis, & Evans, 2008; Shalley, Zhou, & Oldham, 2004; Wolfradt & Pretz, 2001) . Previous researches have shown that efficient use of design modality and its interface is dependent on the user preferences; therefore strongly contributes to effective learning. Effective learning in a design studio largely relies on the effective communication of design ideas and the relationship among learners’ preferences and instruction modality (Demirbaş & Demirkan, 2003) . In general, design pedagogy is founded on Euclidean understanding of form and space that teaches “descriptive geometry”(Lee & Reekie, 1945), theory and application of artifacts to occupy and involve human activity. But the advancement and inclusivity of technologies in all aspects of generation Z’s ‘device’ oriented lifestyle presents new challenges for design education. Constructivist teaching and learning method is often considered to be oneof the techniques that integrate different pedagogy and epistemological methods in education. Enough studies are not available that explored the potential of teaching in design students using Extended Reality platform within the framework of constructivist learning. Extended Reality is relatively new platform that incorporates characteristics of VR (Virtual Reality), AR (Augmented Reality) and Mixed Reality (MR) . VR is an immersive, simulated three-dimensional environment (Bryson, 1995), AR overlays digital (augmented) geometry in the physical environment where the task is performed (Fischer, Bartz, & Strasser, 2005 ) and MR anchors digital contents in the real world where users can perceive both physical and digital objects simultaneously.  \nThe purpose of this study is to explore how learner preferences affect the use of traditional and Extended Reality-based information delivery method for construc","cbCaifoKaApFyTcj","https://ap.wps.com/l/cbCaifoKaApFyTcj","pdf",711095,25,"English","# Abstract\n# Keywords\n# Introduction\n# Purpose and rationale\n# Learner preferences and hypotheses\n# Figure 1: The effect of learner preferences on learning outcome in constructivist learning approach\n# Current state of design education and its realignment","[{\"question\":\"What is the study’s main goal regarding XR and design pedagogy?\",\"answer\":\"To evaluate possibilities of using XR technology within a constructivist learning approach in the interior design studio, measuring its effectiveness as a pedagogical tool.\"},{\"question\":\"Which learner factors and measurement tools does the study use?\",\"answer\":\"It measures learner preferences using a modified Technology Acceptance Model (TAM) questionnaire and the VARK learning styles tool, covering visual, auditory, read/write, and kinaesthetic styles.\"},{\"question\":\"How does learner preference relate to learning effectiveness in the proposed framework?\",\"answer\":\"Learner preference is hypothesized to correlate with acceptance of information delivery methods, influencing learning effectiveness by lowering cognitive load and increasing intrinsic motivation in constructivist learning.\"}]","Constructivist Digital Design Studio with Extended Reality for Effective Design Pedagogy | PDF",1792089738,63]