Project Design and Learning of Interior Residential Space Based on 3D Cloud Platform Technology
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Abstract
Background and Aim: Teaching residential interior design through conventional 3D drawing methods often presents challenges for beginner learners, particularly in visual communication, technical representation, and design integration. Although 3D cloud platforms provide innovative opportunities for project-based learning, their effectiveness in interior design education remains insufficiently validated. This study investigates the applicability of the Kujiale 3D cloud platform in residential space design courses and evaluates its impact on student design performance.
Materials and Methods: This study employed a mixed-methods approach involving 89 Environmental Art Design students selected through purposive sampling. Within a project-based learning (PBL) framework, participants utilized the Kujiale 3D cloud platform to complete residential design projects. Student performance was assessed across five dimensions: design creativity, visual representation, design drawings, sustainable design, and smart home integration. To examine students’ learning experiences and platform utilization, the study integrated Task–Technology Fit (TTF) and Learning–Technology Fit (LTF) theories to analyze the alignment between learning tasks and technological functions. Cognitive Affordance (CA) theory was further applied to evaluate usability and interaction support for design learning.
Results: The findings indicate that the Kujiale 3D cloud platform effectively enhances beginner students’ project performance in residential space design. Significant improvements were observed in visual representation, design drawings, and smart home integration. However, no statistically significant differences were found in design creativity and sustainable design performance. The platform demonstrated strong support for visualization, technical communication, and interactive learning processes within project-based design education.
Conclusion: This study confirms the suitability of the Kujiale 3D cloud platform for foundational interior design instruction. The findings provide empirical evidence supporting the effectiveness of cloud-based 3D technologies in improving specific dimensions of student design performance. Furthermore, the integration of TTF, LTF, and Cognitive Affordance theories offers a comprehensive understanding of the relationship between technology, learning activities, and design outcomes. The study contributes valuable insights for educators and institutions seeking to integrate digital cloud technologies into contemporary design education.
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