Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

This paper examines the possibilities of Mixed Reality, the combination of two emerging technologies-Augmented Reality and Virtual Reality-in university education. For this purpose, an object was elaborated in Mixed Reality that underwent the evaluation of 44 first-year students from the degree in architecture who were enrolled in the subject Mathematical Foundations for Architecture. The instrument utilized was based on the TAM model, which analyzes the degree of acceptance of the technology used. The analysis of the responses provided by students supported the 23 hypotheses formulated in this study. It was found that MR significantly influences the perceived usefulness and ease of use. The results imply that MR utilization has positive effects on the mathematical teaching-learning processes in architecture from the students' perception of their mastery of technology. It becomes necessary to offer support to those university teachers who promote the use of active MR-based methodologies in classrooms.

Automated summary

This paper examines the potential of Mixed Reality in university education by utilizing an object in Mixed Reality to evaluate first-year architecture students. The study found that Mixed Reality significantly influences students' perceived usefulness and ease of use, suggesting positive effects on mathematical teaching-learning processes in architecture. It is recommended to provide support for university teachers who promote the use of active MR-based methodologies in classrooms.