| dc.description.abstract | In the past, storyboard learning methods in design-related fields were predominantly conducted using paper, lacking the concepts of prototyping and testing in design thinking. This often resulted in students′ ideas being disconnected from real-world applications, making it difficult for them to consider practical situations and verify their designs. In education, ＂authenticity＂ refers to the alignment of learning with professional environments. Situated learning provides realistic learning contexts, enhancing students′ motivation and effectiveness. Project-based learning similarly encourages learners to investigate real-world problems and acquire knowledge and skills through collaboration and exploration.
With technological advancements, many studies have utilized digital reality technologies to create authentic learning environments for students. However, most digital reality learning environments are pre-set, causing students to lack a sense of psychological ownership during the learning process. The rapid development of generative AI technology has lowered the barrier for users to customize digital reality environments.
Therefore, this study designed a digital reality learning system based on storyboards. Users utilize ArUco cards to design in the real world, with the system synchronizing their designs into the digital reality using a stereo vision camera. By integrating generative AI technology, users can create personalized digital reality environments, establish complete designs within the digital reality, and simulate real-world scenarios. Additionally, users can enter their own designs to experience real application contexts in the digital reality. Experimental results show that compared to traditional paper-based storyboard teaching, the digital reality learning system based on storyboards significantly improves learners′ learning outcomes. Furthermore, survey and interview results indicate positive impacts on learners′ motivation and psychological ownership. | en_US |