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Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.15351894 |
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| _version_ | 1866901771425677312 |
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| author | Li, Yida |
| author_facet | Li, Yida |
| contents | <p><em>The relevance of the study is driven by the need to update the content and tools of professional training for graphic designers in the context of the digital transformation of the educational environment. Given the growing role of interactive and visually oriented technologies in the field of communications, the integration of augmented reality (AR) into educational programs is gaining particular importance.</em> <em>The </em><strong><em>aim </em></strong><em>of the article is to provide a scientific justification for the implementation of AR technologies in the training of specialists in graphic design, taking into account the specifics of professional activity and the current demands of the visual content market. The </em><strong><em>methodological basis</em></strong><em> includes structural-functional and competence-based approaches, supported by methods of comparative analysis, systematization of educational models, theoretical modeling, and empirical generalization of AR integration practices. The study also considers the specifics of cognitive load in visual environments and the features of spatial thinking in design activities. </em><strong><em>Results.</em></strong><em>The study analyzes the didactic conditions and technical prerequisites for the effective application of AR in design education, classifies educational models for the development of professional competencies using AR, and identifies key barriers to the implementation of such technologies. The scientific novelty lies in the proposed system of conceptual parameters for building AR-based learning environments aimed at developing design skills in a digital context.</em> <strong><em>Conclusions. </em></strong><em>It has been proven that the full integration of AR into the content of professional designer training requires the methodological adaptation of curricula, the modernization of technical infrastructure, and the enhancement of instructors’ digital competence. Recommendations have been formulated regarding the structural integration of AR into interdisciplinary educational modules and the implementation of typical interaction models and scenarios.</em> <em>Prospects for further research include the development of tools for quantitatively assessing the effectiveness of AR components, as well as the experimental analysis of their impact on the development of creative thinking and visual design skills within a virtualized educational environment.</em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15351894 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Adaptation of augmented reality technologies to the educational process of training graphic designers Li, Yida <p><em>The relevance of the study is driven by the need to update the content and tools of professional training for graphic designers in the context of the digital transformation of the educational environment. Given the growing role of interactive and visually oriented technologies in the field of communications, the integration of augmented reality (AR) into educational programs is gaining particular importance.</em> <em>The </em><strong><em>aim </em></strong><em>of the article is to provide a scientific justification for the implementation of AR technologies in the training of specialists in graphic design, taking into account the specifics of professional activity and the current demands of the visual content market. The </em><strong><em>methodological basis</em></strong><em> includes structural-functional and competence-based approaches, supported by methods of comparative analysis, systematization of educational models, theoretical modeling, and empirical generalization of AR integration practices. The study also considers the specifics of cognitive load in visual environments and the features of spatial thinking in design activities. </em><strong><em>Results.</em></strong><em>The study analyzes the didactic conditions and technical prerequisites for the effective application of AR in design education, classifies educational models for the development of professional competencies using AR, and identifies key barriers to the implementation of such technologies. The scientific novelty lies in the proposed system of conceptual parameters for building AR-based learning environments aimed at developing design skills in a digital context.</em> <strong><em>Conclusions. </em></strong><em>It has been proven that the full integration of AR into the content of professional designer training requires the methodological adaptation of curricula, the modernization of technical infrastructure, and the enhancement of instructors’ digital competence. Recommendations have been formulated regarding the structural integration of AR into interdisciplinary educational modules and the implementation of typical interaction models and scenarios.</em> <em>Prospects for further research include the development of tools for quantitatively assessing the effectiveness of AR components, as well as the experimental analysis of their impact on the development of creative thinking and visual design skills within a virtualized educational environment.</em></p> |
| title | Adaptation of augmented reality technologies to the educational process of training graphic designers |
| url | https://doi.org/10.5281/zenodo.15351894 |