A hybrid augmented reality model based on instructional design and usability principles of digital media art

With the fast-paced growth of digital media art (DMA), the inclusion of DMA education has now become a vital component of art education in colleges and universities. Still, traditional DMA teaching is often based on classroom teaching, which lacks interactivity and interest and makes it difficult to stimulate students' learning interest and enthusiasm. Therefore, integrating AR technology into educational environments shows great potential in enhancing the learning experience. In this thesis, an exploratory sequential mixed-method design is used to propose AR technology based on usability principles to design a DMA instructional design model to provide an immersive learning environment for students. This study firstly analyses the relevant theories of process safety and characteristics of pedagogical applications with AR technology through document research and then analyzes the status and challenges of DMA instructional applications. Then, the AR instructional design model was constructed by determining the usability principles through expert and user evaluation. Finally, to validity and accuracy of proposed models, DMA is verified by a survey on AR project picture book design for elementary school students. The results show that integrating usability principles into the design of the DMA augmented reality instructional model can significantly improve learner engagement, comprehension, and creativity, resulting in a more effective and immersive educational experience.