Application of Mobile Augmented Reality Interaction in Visual Communication Design Education

Abstract

Mobile augmented reality offers technical support for the advancement of visual communication design pedagogy, which is currently shifting toward three-dimensional spatial representation and dynamic interaction. Conventional instructional media exhibit inherent limitations in cultivating the core competencies required by this paradigm shift. Existing augmented reality teaching tools are predominantly technology-driven and inadequately aligned with authentic pedagogical needs, and their effectiveness assessments tend to emphasize affective dimensions while lacking systematic quantification of professional design competencies, thereby constraining large-scale adoption. This study proposes a design-thinking-driven development paradigm, operationalized through a five-stage closed-loop process that anchors technical implementation to competency development objectives. Leveraging Unity 3D integrated with Vuforia and ARCore, three core interactive modalities were implemented: three-dimensional preview, hierarchical information visualization, and interactive narrative feedback. A dual-layer quantitative evaluation model was established, comprising a professionally validated competency assessment scale, to verify efficacy from both user experience and competence gain dimensions. Five comparative and ablation experiments demonstrated good usability of the tool and significant improvement in students’ core competencies, including spatial form generation and dynamic visual expression, with the methodological framework exhibiting cross-course reusability. This study contributes a complete “development-validation” methodological system, providing a replicable paradigm and evidence-based assessment approach for the application of mobile augmented reality in design education.