Integrating Mixed Reality Technologies in Design Education: A cognitive evaluation proposal

While virtual and augmented reality technologies have been widely studied in design processes, research on mixed reality (MR) remains limited. MR offers unique opportunities by enabling real-time interaction between physical and digital environments, presenting transformative potential in design education. This study presents a comparative experimental analysis of MR’s pedagogical integration into design workflows. Using a design protocol methodology, the research investigates factors influencing MR use, including design tools and environments, target users, effectiveness, advantages, challenges, MR content types, and infrastructure requirements. The study compares the design processes of participants using MR tools with those who do not, focusing on ideation, problem-solving, and decision-making. Findings from the first phase of protocol analysis reveal that MR enhances creative problem-solving and supports pedagogical benefits such as increased user engagement, immersive experiences, interaction with design environments, peer learning, and a stronger sense of place. Technical challenges, including hardware limitations and usability issues, are also identified. Although only preliminary results are presented due to time constraints, the study lays the groundwork for future phases of cognitive analysis. Strategic recommendations are offered to support the effective integration of MR in design education, contributing to future research and application in academic and professional contexts.