N. Gu, S. Watanabe, H. Erhan, M. Hank Haeusler, W. Huang, R. Sosa (eds.), Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer- Aided Architectural Design Research in Asia CAADRIA 2014, 771–780. © 2014, The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA), Hong Kong MOBILE LEARNING IN A HISTORY OF ART AND ARCHITECTURE CLASSROOM WALAIPORN NAKAPAN Rangsit University, Patumthani, Thailand. walaiporn@rsu.ac.th Abstract. This paper presents a pilot project, using mobile devices in a History of Art and Architecture classroom to enhance instructor- student classroom interactions and student learning. At our Faculty of Architecture this particular class has a usual high failure rate (26% F in 2012). It is a compulsory course for architecture students, some of them are required to take this course twice or more before they can graduate. Traditional learning is lecture-based, and students studying toward their tests are often overloaded with information. In June 2013, Rangsit University initiated a new policy to provide tablets to every freshmen; around 7,200 tablets were distributed campus-wide (Sam- sung Galaxy Note 10.1 with S-pen). Toward the end of the class, the students were asked to complete a questionnaire in order to find out what they think about mobile learning. Typically, students are quite satisfied, and give positive feedback in their comments. The experi- ence gained from this pilot project will be extended to other classes. Keywords. Design education; Mobile learning; History of Art and Architecture. 1. Project background This paper presents a pilot project using mobile devices in a History of Art and Architecture classroom to enhance instructor-student classroom interac- tions and student learning. At our Faculty of Architecture, Rangsit Universi- ty, this particular class has an unusual high failure rate (26% F in 2012). It is a compulsory course for architecture students, some of them are required to take this course twice or more before they can graduate. Traditional learning is lecture-based. Students study towards their tests and are often overloaded with information; digesting contents of history of art and architecture from 5,000 B.C. to Modern Days in a 14-week class is