Developing and evaluating an augmented reality (AR) module for lace design: study on enhancing student creativity and engagement

Augmented reality (AR) offers immersive learning potential, yet its use in fashion design education remains limited. This mixed-methods study evaluates AR-integrated versus traditional education in a university fashion design course. 45 university students were randomly assigned to a control group (CG) or study group (SG). Learning outcomes were assessed based on students' lace design portfolio, including functionality, aesthetics, and creativity. While quantitative data on student perceptions and attitudes were collected via post-intervention questionnaires. Though qualitative performance gains on the lace portfolios were non-significant, AR accounted for 75% of the top-ranked creative designs. Additionally, AR significantly boosted motivation and engagement (overall mean perception scores = 4.33/5) and greatly reduced perceived stress (p = 0.001; 16% decrease). The findings support AR as a valuable tool for enhancing motivation, reducing stress, and fostering creativity in fashion education.