Immersive Simulation in Instructional Design Studios (original) (raw)
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Developing an Integrated VR Infrastructure in Architectural Design Education
Frontiers in Robotics and AI, 2020
With the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students' reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of "complicated" and "confusing" software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.
Boosting up Architectural Design Education with Virtual Reality
One of the challenging tasks is to bridge the gaps among different engineering areas. Nowadays VR tools are commonly used in mechanical engineering but are not frequently used by architects. We present a description of a VR center and its application to architectural education. The main purpose of this paper is to share our first experience with the application of the system in education. We want to show the system requirements, advantages and disadvantages, and our experience with its implementation to education. The system is based on a synchronized dual PC and ceiling-mounted passive stereoscopic projection. SpaceBall is used to interact with the 3D objects and passive polarized glasses for viewing. Our results show that VR significantly helps students to understand principles of architectural design as well as to professors to explore the student's projects and detect hidden flaws. Co-exploration of virtual buildings by groups of students leaded by a professor significantly helps to understand the architectural design and improves the knowledge sharing. Categories and Subject Descriptors (according to ACM CCS): K.3.1 [COMPUTERS AND EDUCATION]: Computer Uses in Education
Why Immersive? - Using an Immersive Virtual Environment in Architectural Education
eCAADe proceedings, 2017
Teaching the process of design is a primary objective of the architectural studio. Due to the complexity of the process, the studio encourages active learning and peer participation during crit sessions. This paper explores the potential of immersive virtual environments (IVEs) for enhancing architectural learning, and proposes a framework for evaluating its educational potential.We have developed a model for coding the three main activities of the architectural design process (analysis, synthesis and evaluation), along with their physical and social settings. The model comprises of units we call Knowledge Construction Activities (KCAs). We suggest that this model presents a detailed description of the environmental implications of each activity. Applying the KCA model to a studio course that used both a traditional classroom and an IVE revealed that the IVE increased the number of synthesis KCAs, and supported effective criticism. Though limited in scope, the results clearly indicate IVEs potential contribution to architecture pedagogy.
Experimental Applications of Virtual Reality in Design Education
ACADIA proceedings
By introducing rapid reproduction, algorithms, and complex formal configurations, the digital era of architecture began a revolution. Architects incorporated the computational capacity of the computer into the design process both as a tool and as a critical component of the theories and practice of architecture as a whole. As we move into what has been coined "the second digital turn," a period in which digital integration is considered ubiquitous, how can we consider, prepare, and propel towards the next technological innovation to significantly inform design thinking, representation, and manifestation? What tools are available to investigate this speculative design future and how can they be implemented? If the integration of technology in architecture is now a given, perhaps the next digital design era is not just digital but virtual. As new technologies emerge the potential for integrating the virtual design world with our physical senses affords novel possibilities for interactive design, simulation, analysis and construction. Hybrid reality technologies, including virtual reality (VR) and augmented reality (AR), embody the potential to supersede conventional representation methodologies such as drawing, rendering, physical modeling, and animation. As they become increasingly pervasive, they will transform how we communicate ideas and data as spatial concepts. Further, they will reform the construct of the built environment when applied to both materiality and fabrication. This paper will describe the incorporation of VR as a tool in various classroom and laboratory settings, recognize the educational outcomes of this incorporation, and identify the potential relationship of these technologies to future academic exploration and application to practice.
Buildings
Immersive Virtual Reality (IVR) has proven to be an important tool for the exploration and communication of architectural projects prior to their real construction; however, there have been few scientific advances of its use in the understanding, exploration, and definition of architectural space by architecture students in their initial design processes. The purpose of this research is to determine how the use of IVR incorporated in the initial phases of the architectural design process improves, among students, the achievement of three specifics design competencies, and to know the evaluation that professors make of the advantages and disadvantages of the use of this tool in the design process. A mixed methodology was applied, considering participatory observations and surveys of students and teachers concerning the initial architecture workshop on architectural careers. It was found that the three analyzed competencies are better achieved with the use of IVR due to its high utili...
Virtual reality use in architectural design studios: A case of studying structure and construction
2013
This research applies micro-simulation function, with XML algorithms made by the researcher, inside a virtual reality environment, the VR Studio programme. The research utilises this function of the VR program in architectural design studios. The main objective is to investigate how and to what extend students would benefit from applying this new potential of the VR function. The hypothesis was that the function potential would assist students to have more understanding of the structural system selected, which would be simultaneously beneficial on the architectural design level. The students used the VR programme during the design process in the stage of proposing and exploring the structural system. The used application focuses on providing the students with an effective tool to select and visualise a structural system and its construction process. A questionnaire was designed and distributed to the students to record their remarks and opinions of using the VR function. The questionnaire replies indicate and open more areas than the hypothesis. The research methodology is to use mainly qualitative analysis and secondarily quantitative analysis, to have evaluation that indicates the effectiveness of Virtual Reality as an educational tool in the architectural design studio. The research employs the VR Studio programme in order to introduce new visualization potentials other than what are currently used. The research concludes to solid results of the use of VR in the architectural design studio, and proceeds further to open new research venues.
Immersive Simulation of Architectural Spatial Experiences
2013
The paper describes our research efforts seeking to assess the potential use of immersive simulation through virtual reality (VR) environments as a tool for aiding the design of architectural spatial experiences. By making use of a fully implemented HMD-based VR Environment in our school at Ball State University we conducted a controlled experiment with novice design students. After the evaluation of results of the experiment we have found evidence of the positive impact of the use of the system in design education. We will further investigate on the best practices to incorporate its pervasive use based on high-impact simplified methods.
An Investigation on the Use of Virtual Reality Applications in Interior Architecture Design Studio
Today, there is an ever-increasing use of digital tools in design processes. Markedly, Virtual Reality (VR) applications have secured a prominent place in the interior architecture industry. The potential use of digital tools in the scope interior architecture education, how the same can be used especially in studio environment, and their respective impact on design processes have been a matter of curiosity. Nevertheless, a literature review and preliminary field research for the present study suggested that the potential uses of digital tools were not yet well known and put in place in the field of interior architecture education. Accordingly, the present study focused on the potential contribution of VR use to interior architecture education. The study was designed as experimental research with semi-structured interviews, and a studio-based practical application accompanied the literature review. In the context thereof, the Design Studios available in the Semesters 3 and 5 curricula of Istanbul Aydın University Department of Interior Architecture were taken as the study area, and semi-structured interviews were held with 42 individuals, including project tutors and students, following the VR training. The results were indicative of the fact that the use of VR technology in interior architecture design studios increased students' creative thinking skills, could help them with making correct and effective decisions in design processes, and significantly contributed to transferring the design skills of master instructors to students and increasing the level of design-based communication with their students.
Virtual Reality in Interior Design Education
International Journal of Web-Based Learning and Teaching Technologies, 2000
This paper describes an implementation process of Second Life (SL) virtual reality as a pedagogical tool in an interior design foundations course. SL was found to advance learning, collaboration, engagement, and critical thinking among students who brought disparate levels of preparation. The case study presented represents a process evaluation approach, documenting and analyzing the development and implementation of the curriculum within an environment that was new to most stakeholders. Output measures reported include student evaluations of the course, peer evaluations of student products, and final grades. Important to successful incorporation of SL in interior design instruction is ensuring that the training students receive in SL align with the assignments they are expected to complete. Also important is the ongoing, cooperative support of university technical staff in providing the needed training and developing the virtual environment. Effective, informative hard-copy and on-...