Project Design and Learning of Interior Residential Space Based on 3D Cloud Platform Technology
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Abstract
Background and Aim: Teaching interior design through 3D drawing presents challenges. While 3D cloud platforms offer new learning pathways, their effectiveness in project-based courses requires validation. This research evaluates the applicability of the Kujiale 3D cloud platform in teaching residential space design, specifically assessing its impact on student design outcomes.
Materials and Methods: The mixed-methods approach with 89 purposively sampled Environmental Art Design students. Within a project-based learning (PBL) framework, students used the Kujiale platform. Their project performance was measured across five variables: design creativity, visual representations, design drawings, sustainable design, and smart home integration. To understand 3D cloud platform use and learning perceptions, the research integrated Task-Technology Fit (TTF) and Learning-Technology Fit (LTF) theories to analyze the alignment between design tasks, learning activities, and the technology. The research also applied Cognitive Affordance (CA) theory to evaluate the platform's usability and its support for design learning through interaction.
Results: It is found that for beginners in interior design, learning based on the Kujiale 3D cloud platform can effectively improve the project performance in the process of residential space design. There are significant differences in visual representations, design drawings, and smart homes, but there are no obvious differences in design creativity and sustainable design.
Conclusion: The research confirms the suitability of Kujiale 3D cloud platform technology for foundational interior design teaching. By providing empirical evidence of performance differences and exploring the interplay between technology and learning, this research offers valuable insights and a stronger foundation for applying 3D cloud technologies in design education.
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