Enhancing Craftsmanship Through Visual Guidance Using Mixed Reality: A Study on Learning Origami

Garcia, Ian and Van Dyck, Anthon and Vereecken, Arno and van Vooren, Stien and Rodriguez Diez, Lucía and Verlinden, Jouke (2024) Enhancing Craftsmanship Through Visual Guidance Using Mixed Reality: A Study on Learning Origami. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 1323-1335. ISBN 978-952-7549-03-5

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Abstract

In the contemporary educational landscape, the integration of mixed reality (MR) marks a significant shift towards more interactive and immersive learning experiences. The benefits include improved spatial awareness, a more context-specific and action-based experience and guidance, isolation, and focus. A current gap exists between manual operation and virtual assistance, where the actions could be supported in their embodied, physical context. Thus, this paper investigates the influence of MR on the learning process, particularly in the acquisition of craftsmanship skills, using origami as a case study. This research focuses on assessing how these technologies enhance understanding, engagement, and skill acquisition in origami, a craft requiring precision, patience, and spatial insight. The study encompasses a controlled experiment with five product development students with varying levels of origami and VR experience, assessed in a pre-test skill-level survey. They use a custom-designed MR application with the Meta (formerly known as Oculus) Quest VR head mounted display (HMD) to learn how to make the "exploded vertex" model, a model representative of David Huffman's curved-crease folding techniques. This headset provides a pass-through option with an improved camera quality. The experiment is structured into six phases, including VR headset adjustment, alignment, drawing, instructional video and 3D model interaction, origami making, and a final satisfaction assessment. These are supported by an AR-assisted visualization presenting step-by-step guidance projected on the physical paper underneath, a prerecorded instructional video, and a 3D model to be grabbed and viewed from all angles. The results indicate that MR significantly enhances the learning experience, offering real-time guidance and a deeper understanding of spatial relationships crucial in origami. Increased engagement and personalized learning adjusted to the individual pace were noted by the participants. However, the impact remained nuanced, where prior origami experience aided in overall performance within the VR environment, it did not translate consistently into higher precision. The leap to MR, despite challenges like visual distortion caused by the quality of the Meta Quest 3, reveals the potential of these technologies in enhancing traditional learning methods. This paper aims to highlight the capabilities and limitations of MR as educational assistive technology. Underscoring the importance of balancing novel technological approaches with traditional methods, areas for future research might include long-term skill retention and optimization for diverse learner demographics.

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