Journal of Information Technology and Application in Education (JITAE) JITAE Vol.1 No. 1 2012 PP.19-27 www.jitae.org © World Academic Publishing - 19 - Augmented Reality in Architecture Degree New Approaches in Scene Illumination and User Evaluation Dr. Ernest Redondo 1 , Dr. David Fonseca 2 , Prof. Albert Sánchez 3 , Prof. Isidro Navarro 1 1 Departamento de Expresión Gráfica Arquitectónica I. Universidad Politécnica de Cataluña Barcelona Tech. Escuela Técnica Superior de Arquitectura de Barcelona, ETSAB Avda Diagonal 649, 2. 08028. Barcelona, Spain 2 Arquitectura La Salle, Universitat Ramon Llull C/ Quatre Camins 2. 08022. Barcelona, Spain 3 Departamento de Expresión Gráfica Arquitectónica II. Universidad Politécnica de Cataluña. Escuela Politécnica Superior de Edificación de Barcelona. EPSEB C/. Gregorio Marañón, 44-50, 3. 08028. Barcelona, Spain 1 ernesto.redondo@upc.edu; 2 fonsi@salle.url.edu; 3 asri@telefonica.net; 1 isidro.navarro@upc.edu Abstract- In this paper we report our experience in designing, developing and evaluating new didactic methods, in order to help students to improve their spatial and graphical skills. Specifically, in this educational research investigation, the goal is to evaluate the use of Augmented Reality (AR) in architecture, urbanism, to build construction and interior design of undergraduate, and to master students learning processes. We have used mobile phones, laptops, as well as low cost AR applications. Keywords- Augmented Reality; Education Research; Architectural Graphic Representation; User Experience; Technology in Education I. INTRODUCTION The main objective of this study is to assess the degree of satisfaction and integration of students using new visual technologies associated with mobile devices in the process of architectural design. To evaluate our objectives, we reviewed the state of the art related to the use of surveys to describe the user profile and to evaluate their satisfaction using new technologies, and the application of new technologies in the educational framework, as well as the degree of implementation of a specific technology such AR in heterogeneous frameworks and professional training. II. STATE OF THE ART A. Advanced Technology in Teaching Experiences The emergence of new communications technologies in all areas of society has created a new situation in the specific framework of the education and how we can integrate these technologies into the dynamic role of teaching. The constantly development of these digital technologies allows new models of information and requires user's skills improvement to manage all type of data in digital environments. These types of skills are often referred as “digital literacy” [1, 2]. As described [3], we can find a detailed description of the main skills ranging from cognitive to motor, sociological, and emotional. Some tasks required in this framework include the interaction with different displays and user interfaces, using digital reproductions or hyper-textual navigation to obtain a better mastering and experience with computer programs and navigation [4]. We can begin to find solutions implemented in pre- university education that relate to higher education, especially in areas where the use of visual information is very important such as in the frameworks of multimedia, design, communication, or architecture and in any other area of higher education [5]. Some examples are the use of whiteboards, interactive books, social media and other eLearning resources [6], and more advanced systems in the visualization of 3D models, buildings and spaces in the architecture education, as interactive models, spatial analysis or new 3D mobile interactions [7] using AR, one technology with a great development in the last years [8]. The introduction of more user-friendly technology (such as mobile phones, tablet, social networks, etc.), in the learning process is an educational strategy that removes the traditional and bored lectures. With these new methodologies the teacher achieves greater motivation in the monitoring of contents, a new interface to share educational material that allows a work timeless and adaptation to the professional technologies by the students. B. Designing User Test A basic topic in the experimentation and research of scientific hypotheses based on the user's response lies in the adequate design and use of different “test of user” or “survey of profile” that allows the extraction of data to study. A common mistake is to simplify these studies to the concept of “usability”. We could understand it as the interaction of a physical or virtual device with a user and his basic human capabilities [9]. Therefore, we can state the difficulty in establishing proper ways and adapt the study to test, measure, evaluate and compare measurable results that depend on the user experience. These processes require defining methods, metrics, processes and tools to measure how to fit each experiment [10]. In the teaching framework, the type of test to use is usually the main objective to determine usability of new learning processes of the training project. This approach means that the type of questions should be directed to the teaching