In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. Therefore, we implemented a SRS intervention in SVVR. In this study, a SVVR environment was developed to situate students in art history contexts; moreover, the SRS was employed to guide students to improve their performance and to make reflections on their own performance. In order to evaluate the proposed approach’s effectiveness, we carried out an experiment in a university art history class. The experiment results reveal more positive effects of the SRS-based SVVR approach compared with the non-SRS-based SVVR approach in terms of the learners’ learning achievements, self-regulation, meta-cognitive awareness, as well as self-efficacy. In addition, this study specified that this approach would not have an effect on students’ cognitive load. As a result, the SRS-based SVVR approach proposed in the current study was effective in art history education.

During the COVID-19 pandemic, campuses are closed, and many schools are forced to transition to online instruction. There are many problems in landscape architecture education during the pandemic such as students’ decreased attention, poor self-regulation, low proactivity, and difficulty in grading. In addition, situational effects are required for landscape architecture education, but online education lacks the necessary case scenarios for courses during the pandemic. In order to solve these problems, the present study adopted a more accessible, and interactive spherical video-based immersive virtual reality (SV-IVR) approach, developed a landscape architecture SV-IVR learning system, and conducted a quasi-experimental study to examine its effectiveness. The results indicated that the experimental group students showed more positive results in their learning achievements, learning attitudes, and self-regulation than the control group. Besides, it was found that students required more time to develop their self-efficacy and that this system would not have an effect on students’ cognitive load.

In the face of a wide range of consumer electronic products, how can consumers take into account the sustainable development of the ecological environment during their purchase and consumption? This study established a new product aesthetics classification, divided it into interface aesthetics and product form aesthetics, and proposed a new conceptual model to test the impact of interface aesthetics and product form aesthetics on sustainable perceived value and purchase intention. In this study, smartwatches were used as the subject and a two-stage survey was carried out to collect samples from common consumers of consumer electronic products. Partial least squares (PLS) was employed to test the conceptual model and corresponding hypotheses on data collected from 425 survey samples. The research results suggested that interface aesthetics and product form aesthetics must be mediated by sustainable perceived value so as to have a positive impact on consumers’ purchase intention. Therefore, sustainable perceived value is a mediating variable for adjusting product aesthetics and purchase intention. In addition, sustainable perceived value greatly affects consumers’ green consumer behavior. Increasing the emotional durability established between consumers and products through sustainable perceived value to prolong the life of products reduces resource consumption and wave costs, and promotes sustainable development of ecological resources.

Products with interactive interfaces can be seen everywhere, and product interface design aesthetics is a topic that has begun to receive wide attention. Consumers’ perceptions of product interfaces come from their own emotions, and emotion plays a significant role in product interface design aesthetics. In other words, it must meet the users’ emotional and aesthetic requirements. Therefore, we need to better understand the aesthetic design criteria and how they stimulate specific emotional responses. This study takes the dial interface of smartwatches as its experimental sample and explores how the interaction effects of the screen shape (square and round) and the symmetry type and the complexity type of the interface design influence the users’ emotional arousal and valence. In addition, it analyzes the effects of the symmetry type, the complexity type, and the screen shape on the users’ arousal and valence. The results show that the attributes of interface design aesthetics (symmetry-asymmetry, complexity-simplicity, and square-round) affect the users’ emotional responses. Moreover, the interface shape is one of the important factors in the emotional response to an interface design. This paper, based on previous research, provides vital theoretical support for the relevant literature on interface design aesthetics and the users’ emotional state. In addition, it may provide a reference for designers and developers who wish to develop and implement emotional user interfaces that are designed to more effectively appeal to their emotions.

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

The Basic Design course can help students understand design principles and visual art elements It is a compulsory basic course for the department of art and design in many universities. In recent years, Augmented Reality (AR) technology has found its way into the field of design education and has become a popular textbook tool in teaching courses. There are not many pieces of research on the application of AR in design courses. Therefore, this study attempts to explore the factors that affect students’ acceptance of AR textbooks in Basic Design course and their continuance intention for AR textbooks. This study first focused on students with experience in using AR textbooks. Open-ended questions were used to collect factors that allow AR textbooks to be used in the design curriculum; then questionnaire surveys and factor analysis were conducted and the research hypotheses are presented. Then, the research hypotheses were verified through reliability and validity as well as structural equation modeling. Three factors and 15 items for students to accept AR textbooks in the Basic Design course were summarized in the research results, including the three factors named “Visual Attraction”, “Knowledge-ability”, and “Situational Experience”. The analysis of differences showed significant differences in gender among these three factors and no significant differences between grades and departments. Also, it was found from the analysis results of the structural equation model that the factors of “Visual Attraction” and “Knowledge-ability” both had a positive effect on the continuance intention, of which “Knowledge-ability” was the most important influencing factor. The results of this study can help the application and development of AR textbooks in the Basic Design course.