The shift towards more adaptable learning approaches in design education, particularly remote and online learning, has been significant following the pandemic. This study explores the integration of mobile augmented reality (MAR) in ubiquitous learning settings with a focus on interior design education. We involved 163 undergraduate students in experiments to assess their use of MAR tools such as SketchUp and Fologram within Rhinoceros-Grasshopper. Their experiences were evaluated using the User Experience Questionnaire (UEQ), and a chi-squared test analyzed the relationship between these MAR tools and two educational models: the traditional classroom (Model-I) and the flipped classroom (Model-II). Results showed a preference for SketchUp across both models due to its user-friendly interface, while Fologram was preferred in the traditional classroom for its innovative features. The study underlines the importance of balancing advanced technology with effective teaching strategies to improve learning outcomes. Future research is recommended to enhance design education in distance-learning environments.
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