Intelligent Enhancement and Situational Integration: Research on a Ceramic Teaching Design Framework Driven by AI and AR Dual Wheels
DOI:
https://doi.org/10.64744/tjiss.2025.15Keywords:
Artificial Intelligence; Augmented Reality; Pottery teachingAbstract
At present, traditional pottery teaching has long relied on teacher resources, with severely uneven distribution of teaching resources, and the teaching process is difficult to quantify. Students' creative inspiration methods are very limited. With the rise and development of technologies such as artificial intelligence (AI) and augmented reality (AR), powerful solutions have been provided to address the problems in current ceramic art teaching. Current research predominantly addresses AI and AR as separate technological tools rather than proposing integrated systems for their collaborative teaching application.
This study aims to construct a ceramic teaching design framework driven by both AI and AR wheels. The study first established the two core pillars of "intelligent enhancement" and "situational integration" through literature review, corresponding to the cognitive empowerment of AI and the environmental construction of AR. On this basis, this study deconstructs and elucidates the inherent mechanism of the "dual wheel drive" model, namely that AI serves as the "brain" responsible for data perception, analysis, and decision generation, while AR serves as the "interface" responsible for immersive presentation and interactive guidance of information. A synergistic effect is achieved via a closed-loop data flow, through which the technologies collaboratively support comprehensive pottery teaching.
Downloads
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Azuma, R. T. (2019). The road to ubiquitous consumer augmented reality. IEEE Computer Graphics and Applications, 39(5), 6-12.
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133-149.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chen, L., Wang, P., & Wang, Y. (2020). A computer vision-based method for ceramic throwing skill evaluation. In Proceedings of the 2020 IEEE International Conference on Progress in Informatics and Computing(pp. 409-413). IEEE.
Höllerer, T., & Feiner, S. (2016). Augmented reality. *In The Encyclopedia of Human-Computer Interaction(2nd Ed.). Interaction Design Foundation.
Huang, W., Roscoe, R. D., & Craig, S. D. (2023). A systematic review of AI-based learning systems in STEM education. Journal of Educational Computing Research, 61(2), 365-394.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory(Vol. II, pp. 215-239). Lawrence Erlbaum Associates.
Luckin, R. (2017). Towards artificial intelligence-based assessment systems. Nature Human Behaviour, 1(0028), 1-3.
Palmarini, R., Erkoyuncu, J. A., Roy, R., & Torabmostaedi, H. (2018). A systematic review of augmented reality applications in maintenance. Robotics and Computer-Integrated Manufacturing, 49, 215-228.
Paton, B. (2018). The intelligence of the hand: Studies in the transmission of craft practice. The Journal of Modern Craft, 11(2), 123-141.
Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe & trustworthy. International Journal of Human–Computer Interaction, 36(6), 495-504.
Siemens, G., & Baker, R. S. (2012). Learning analytics and educational data mining: Towards communication and collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge(pp. 252-254).
Sun, L. (2020). Reconstructing the apprenticeship model for the digital age: A case study of ceramic education. International Journal of Art & Design Education, 39(4), 752-767.
Wilson, R. A., & Foglia, L. (2017). Embodied cognition. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy(Spring 2017 Edition). Metaphysics Research Lab, Stanford University.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27.
