Abstract:

In general, the course intention of print design is to teach students about layout design and how a physical print book is designed and formatted. Students' design skills were limited due to the limit of pages and the content they can display in the physical print book. By incorporating Augmented Reality (AR), the physical print book is believed to achieve outcome-based learning objectives for undergraduate students in improving their design skills. Besides, it cultivates the environmentally-conscious mindset of the new generation by reducing the number of pages in printing. Therefore, this paper study the effectiveness of incorporating Augmented Reality learning in print design classes at the undergraduate level in one of Malaysia's higher education institutions. Two years have been taken to collect four cohorts of students' feedback on the outcome-based learning objectives using a questionnaire. The data collected was then analysed using a (quan-QUAL) method with descriptive analysis for the closed-ended questionnaire and Thematic analysis for open-ended responses after experiencing the AR implementation in their print design course. Findings on the descriptive analysis show that they have a high degree of agreement on "enabled to achieve learning outcomes" and "academically stimulating" in the subject area. Then in the teaching area, "teaching was well organised", the "The lecturer's explanations improved understanding", " Encouraged student to learn ", "Encouraged student to participate", and "overall the lecturer was performed well". Finally, from the thematic analysis, three themes have emerged: constructive, learning-oriented, and Positive Connection of learning with material and instructor. The study identified that students enjoyed and the willing in learning the AR experience in the traditional graphic print, and it motivates students to explore modern skills and be more expressive. The further expansion of the research would be on evaluating only on teaching or the subject itself.