Projection-Based Augmented Reality as a collaborative tool in Architecture Education

Abstract

This thesis explores the application of fundamental human-computer interaction (HCI) techniques, highlighting the potential of projection-based augmented reality (PBAR) to enhance collaboration, innovation, and student engagement in architectural design education, particularly in subjects like the History of Architecture. The study involved 11 workshops with architecture students, using various qualitative methods. Analysis techniques were employed, including interaction analysis and thematic analysis. The research made three significant contributions: (1) advancing understanding of how PBAR fosters motivation and engagement in collaborative learning, (2) introducing new design activities and techniques for collaborative learning in AR, and (3) providing initial evidence of improved engagement and collaboration in architectural education through PBAR.