LEARNING THROUGH MAKING USING AUGMENTED REALITY: A Case Study in Accelerated Learning

While the use of AR in digital fabrication research has been well documented with numerous case studies, its implications for design pedagogy remain under-explored. This paper discusses using Augmented Reality (AR) technology in design pedagogy to accelerate learning through making. The research aims to demonstrate the process and mechanism of developing tacit knowledge for design research using AR through a case study project. It examines the use of research workflow and pseudo-code diagrams as methods for reflective practice. The installation used a combination of AR pipe bending, digitisation and Generative Artificial Intelligence (GAI) patternation techniques to construct a site-specific installation over a three-day workshop. The analysis highlights the roles and value of AR as probes and toolkits in creating prototypes, which formed the foundation for scaffolding design learning through making. The paper concludes with a discussion on reflective practice in understanding the relationship between critical reflection and design intention through research and learning facilitated by AR technology.