Gamified Augmented Reality Application for Teaching and Learning Dadaism and Surrealism in Diploma-Level Design Education: A Preliminary Design and Formative Review

Abstract

Although augmented reality (AR) and gamification approaches have demonstrated educational potential in cultural heritage and field-based teaching and learning environments, they remain underexplored in formal classroom-based art history teaching. This study employed design-based research as its overall methodology to design a preliminary gamified AR application (APP), ArtVenture, and to conduct a formative review of it. The APP was designed to transform abstract historical content, namely Dadaism and Surrealism, into immersive and interactive learning experiences within a digital gallery environment. Specifically, the study explains how the APP was designed using principles informed by Cognitive Load Theory (CLT), Gamified Learning Theory (GLT), and Self-Determination Theory (SDT). The paper systematically details the thematic environment, technical workflow, historical content, gamification mechanics, and matching game of the APP. Following a structured video demonstration of the APP, formative feedback was collected from 11 diploma-level design students recruited through convenience sampling. Participants’ feedback indicated perceived visual appeal, apparent interface clarity, and anticipated engagement with the thematic gallery environments. However, the initial outcomes also identified the need for improvements to the visuals, audio, and instructional scaffolding. Future research should further refine the APP, and larger-scale implementation and effectiveness studies with more diverse student populations should be conducted to assess its effects on motivation, engagement, knowledge retention, and learning outcomes in art and design history education.