In this paper we present a mobile augmented reality (MAR) application supporting teaching activities in interior design. The application supports students in learning interior layout design, interior design symbols, and the effects of different design layout decisions. Utilizing the latest AR technology, users can place 3D models of virtual objects as e.g., chairs or tables on top of a design layout plan and interact with these on their mobile devices. Students can experience alternative design decision in real-time and increases the special perception of interior designs. Our system fully supports the import of interior deployment layouts and the generation of 3D models based on design artefacts based on typical design layout plan design symbols and allows the user to investigate different design alternatives. We applied John Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model to validate our solution to examine the students’ willingness and verify the ability of students to improve learning through MAR technology. We compared a sample experimental group of N = 52 test-subjects with a sample of N = 48 candidates in a control group. Learning indicators as learning interest, confidence, satisfaction and effective have been utilized to assess the students’ learning motivation through the use of MAR technology. The learning results have been determined by the independent sample t testing. The significance of the post-test had a p-value < 0.05 difference. The result of the study clearly shows that the reference group utilizing MAR technology as a learning aid show a higher learning effectiveness as the control group. Thus, we conclude that MAR technology does enhance students’ learning ability for interior design and making appropriate design decisions.

Purpose: The purpose of this paper is to introduce and define Cognitive Big Data as a concept. Furthermore, it investigates what is really “new” in Big Data, as it seems to be a hyped-up concept that has emerged during recent years. The purpose is also to broaden the discussion around Big Data far beyond the common 4V (velocity, volume, veracity and variety) model.Design/methodology/approach: The authors established an expert think tank to discuss the notion of Big Data, identify new characteristics and re-think what really is new in the idea of Big Data, by analyzing over 60 literature resources. They identified typical baseline scenarios (traffic, business processes, retail, health and social media) as a starting point from which they explored the notion of Big Data from different perspectives.Findings: They concluded that the idea of Big Data is simply not new and recognized the need to re-think a new approach toward Big Data. The authors also introduced a five-Trait Framework for “Cognitive Big Data”, socio-technical system, data space, data richness, knowledge management (KM)/decision-making and visualization/sensory presentation.Research limitations/implications: The viewpoint is centered on cognitive processes as KM process.Practical implications: Data need to be made available in an understandable form for the right application context and in the right portion size that it can be turned into knowledge and eventually wisdom. The authors need to know about data that can be ignored, data that they are not aware of (dark data) and data that can be fully utilized for analysis (light data). In the foreground is the extension of human mental capabilities and data understandability.Social implications: Cognitive Big Data implies a socio-technological knowledge system.Originality/value: Introduction of cognitive Big Data as concept and framework.