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Mobile learning in the field of Architecture and Building Construction. A case study analysis

Mobile learning en el ámbito de la arquitectura y la edificación. Análisis de casos de estudio


This educational research focuses on the use of mobile learning (m-learning) in the field of Architecture and Building Construction. It was conducted at various levels of university teaching (bachelor’s and master’s degree courses) to assess the integration of augmented reality (AR) technology on mobile devices. Several cases employing different strategies were studied. These strategies ranged from using Quick Response (QR) codes or specific markers to download multimedia content created by the students, to 3D georeferencing models that allowed information to be visualised, adjusted and assessed on site. Specific practical exercises were therefore designed for different topics, where the two most common forms of registering were tested (optical image recognition and GPS positioning). Light integration at the scene was also addressed. Owing to the high cost and limited availability of these devices, experimental groups made up of small numbers of students were formed so that devices could be shared if necessary. Improvement in academic performance and system usability were assessed in each specific case using standardised questionnaires, and the results were compared to those obtained for the control group students. The results show that these devices have become an effective, efficient and satisfactory tool for the use of hand-held AR technology.


En esta investigación educativa nos hemos centrado en el uso del aprendizaje móvil (ML) en el campo de la arquitectura y la construcción. Se llevó a cabo en distintos niveles de la enseñanza universitaria de grado y de máster, a fin de evaluar la integración de la tecnología de la Realidad Aumentada (RA) en dispositivos móviles. Se han realizado varios estudios de caso, en los que se han abordado diferentes estrategias, que van desde el uso de los códigos QR (quick reference) o marcadores específicos para descargar contenidos multimedia generados por los estudiantes tales como los modelos 3D georeferenciados para ser ajustados y evaluados en el lugar. Por lo tanto, se diseñaron prácticas específicas en el marco de diferentes temas, donde los dos tipos más comunes de registro han sido probados (reconocimiento óptico de imagen y posicionamiento GPS). También se ha abordado la integración de la luz en la escena. Debido al alto costo y a la disponibilidad limitada de estos dispositivos, hemos creado grupos experimentales con pocos alumnos que comparten, si es necesario, los terminales. La mejora del rendimiento académico y la manejabilidad de los sistemas han sido evaluadas en cada caso específico utilizando cuestionarios estandarizados, en comparación con el grupo de estudiantes de control. Los resultados muestran que estos dispositivos se han convertido en una herramienta eficaz, eficiente y satisfactoria para el uso de esta tecnología móvil, la RA en su versión (hand-held) manejable a mano.


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Correspondence to Ernest Redondo Domínguez.

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Redondo Domínguez, E., Fonseca Escudero, D., Sánchez Riera, A. et al. Mobile learning in the field of Architecture and Building Construction. A case study analysis. Int J Educ Technol High Educ 11, 152–174 (2014).

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  • educational research
  • mobile learning
  • augmented reality
  • architectural representation
  • user experience

Palabras clave

  • investigación educativa
  • aprendizaje móvil y realidad aumentada
  • representación arquitectónica
  • experiencia de usuario