Abstract
Practical teaching, widely used in vocational education, faces challenges such as blocked views for rear students and reversed perspectives causing misunderstandings. With technological progress, smart glasses offer new possibilities for teaching. This study explored the potential of integrating smart glasses into craft practical teaching, focusing on jewelry and pottery. Conducted in two stages, it involved classroom observations and interviews, followed by teaching experiments evaluated via student questionnaires and teacher interviews. Findings revealed issues like obstructed views and reversed angles. Results showed that: 1. smart glasses’ first-person projections improved visibility; 2. recorded videos supported student review. However, teachers and students noted limitations in video clarity, stability, and camera angles. Overall, smart glasses show promise as tools for enhancing practical teaching and inform future device development.
Keywords
Practical teaching; Demonstration teaching; Smart wearable; Smart glasses
DOI
https://doi.org/10.21606/iasdr.2025.1156
Citation
Chiu, T.,and Fan, C.(2025) Investigating the Application Potential of Smart Wearable Technology in Craft Practical Instruction, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1156
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Investigating the Application Potential of Smart Wearable Technology in Craft Practical Instruction
Practical teaching, widely used in vocational education, faces challenges such as blocked views for rear students and reversed perspectives causing misunderstandings. With technological progress, smart glasses offer new possibilities for teaching. This study explored the potential of integrating smart glasses into craft practical teaching, focusing on jewelry and pottery. Conducted in two stages, it involved classroom observations and interviews, followed by teaching experiments evaluated via student questionnaires and teacher interviews. Findings revealed issues like obstructed views and reversed angles. Results showed that: 1. smart glasses’ first-person projections improved visibility; 2. recorded videos supported student review. However, teachers and students noted limitations in video clarity, stability, and camera angles. Overall, smart glasses show promise as tools for enhancing practical teaching and inform future device development.