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Developing a VR Tool to Support Repeat Pattern Design Learning
Learning and Collaboration Technologies. Novel Technological Environments. HCII 2022. Lecture Notes in Computer Science, 2022
Virtual Reality (VR) applications have been progressively adopted in design industry and education, and are often associated with increased engagement, creativity, and spatial awareness skills. This study investigates the development and use of a bespoke VR application in textiles and fashion design education, designed to support the teaching and learning of repeat pattern design principles and techniques, transposing the limitations of traditional monitor displays and image editor software. Aiming at identifying potential benefits for students and educators, we have surveyed and observed students who explored the application to visualize their design outputs, applying their pattern designs onto realsize virtual objects and environments. Our findings suggests that VR tools have a positive effect in both learning and design process, allowing students to identify design shortcomings and technical issues, as well as fostering self-evaluation and reflection on their work. Moreover, although findings on spatial awareness are inconclusive, they indicate that the use of the VR application to estimate final dimensions of repeat patterns allows students to identify and correct patterns that have been inaccurately designed.
Computer Aided Architectural Design Futures 2001, 2001
In 1995, when the previous Design Research in the Netherlands Symposium was organised, the Department of Building and Architecture consisted of four groups working in design research and design computation: Vormleer, the Design Methods Group (GOM), the Bouwinformatica (Building Informatics) Group, and the research institute Calibre. In the period 1997-1998 this situation changed: GOM and BI merged to form the current Design Systems Group, and Calibre became a commercial business under the TUE holding. A new research direction was formulated for Design Systems, based on the existing expertise particularly in design support, CAAD, VR, and design methods. The new research programme was titled VR-DIS. In this paper we will outline VR-DIS, discuss a number of design research approaches that underlie the philosophy of VR-DIS, and present results and ongoing work in the research programme. 14.2 VR-DIS Computational design support is still in its infancy. Among various problems that can be seen, we note, in particular, the following: Most computer applications are task specific and data-exchange between them is difficult. The human-computer interface can be greatly improved to become a fluid medium of expression in the design process, which it is not today. Design representations and design knowledge in the various disciplines are understandable in those disciplines themselves but difficult to exchange. The Bouwinformatica Group and the Calibre Institute had gathered considerable expertise in computational design support, most notably in the areas of visualisation and Virtual Reality technology. From this basis, the following future situation was hypothesised as a context for research: Computational applications that aid in the design of inherently spatial objects (e.g. buildings in Architecture, products in Industrial Design, HVAC systems in Engineering, etc.) will move toward a spatial metaphor. Design knowledge and information of the design stored in the computer will have spatial representations. The motoric and cognitive capacities of designers in everyday life and professional life can be mapped more easily on spatial metaphors than others.
Application of VR Technology in Design Education
In the era of globalization, design education is playing vital role in design of products and systems. Designers conceive products which are in their imagination and many a times these are virtually prototyped but need to be converted into tangible products. Design education is facing the challenge of teaching theory and application to bridge the gaps between solution of a design problem and its conversion to a tangible product. Virtual prototyping facilitates to visually realize the size and form of a product and physical products can be realized through Rapid Prototyping (RP). However the product may require further modifications in absence of haptic feedback during virtual prototyping process since designers may not be able to perceive characteristics such as textures, elasticity, weight, depth, perception etc. Advancement in three dimensional visualization technologies and increasing demand for innovative methods in design education has made it imperative to use wide range of teaching and training materials involving virtual environments. Virtual Reality (VR) technology provides with realism and interactivity. The VR technology with haptic device integrated with Virtual Prototyping may reduce the gap between imagination and reality of virtual prototyped model, which can provide reality like perception of the conceived products and significantly enhance practice based teaching in design education and learning experience. If VR can be successfully combined with CAD to provide haptic feedback, space and form perception, it will bridge the existing gap to some extent between imagined/conceived and tangible products realized through RP.
The Role of VR as a New Game Changer in Computational Design Education
2017
With the rapid advances in technology, virtual reality(VR) re-emerged as an affordable technology providing new potentials for virtual learning environments(VLE). Within the scope of this study, firstly a general perspective on potentials of VR to create an appropriate VLE is put forward regarding the potentials related with learning modalities. Then, VR as a VLE in architectural education is discussed and utilization of VR is revisited considering the fundamentals of education as how to enhance skills regarding creativity, furnish students to adopt future skills and how VR can be used to enhance design understanding as well as space perception and spatial relations. It is deliberated that instead of mirroring the real spaces, allowing students to understand the virtuality with its own constituents will broaden the understanding of space, spatial relations, scale, motion, and time both in physical and virtual. The dichotomy between physical and virtual materiality, the potentials an...
Computational Design Research - The VR-DIS Research Programme
2001
In 1995, when the previous Design Research in the Netherlands Symposium was organised, the Department of Building and Architecture consisted of four groups working in design research and design computation: Vormleer, the Design Methods Group (GOM), the Bouwinformatica (Building Informatics) Group, and the research institute Calibre. In the period 1997-1998 this situation changed: GOM and BI merged to form the current Design Systems Group, and Calibre became a commercial business under the TUE holding. A new research direction was formulated for Design Systems, based on the existing expertise particularly in design support, CAAD, VR, and design methods. The new research programme was titled VR-DIS. In this paper we will outline VR-DIS, discuss a number of design research approaches that underlie the philosophy of VR-DIS, and present results and ongoing work in the research programme.
An Approach Facilitating 3D/VR System Development Using Behavior Design Patterns
High expectations and the increasing complexity of behavior in the domain of interactive 3D/VR applications demand for a better support at design time. Current development tools do not sufficiently provide any high-level design facilities; developers usually are forced to directly program the behavior. This paper discusses an approach that facilitates modeling behavior in interactive 3D/VR applications, at a higher level than programming. The approach is utilizing a graphical notation in combination with the concept of generative design patterns. Behavior can be specified by instantiating patterns and customizing them to a particular context. Furthermore, the approach allows experienced designers to specify new behavior patterns and make them available to others in a graphical way. By adopting this approach, the specification of behavior in interactive 3D/VR applications is elevated to a higher level of abstraction than is possible with low-level description formats like scripting languages.
SSRN Electronic Journal, 2021
The concept of the physical learning factory's concept includes numerous requirements to meet existing learning theory principles. Nevertheless, despite the versatile learning factory concepts available today, the high degree of complexity of the industrial production environment makes it challenging to transfer the competencies learned into the operational application situation. With Virtual Reality, training participants have the opportunity to learn in physical learning environments with transfer-oriented action tasks in virtual space directly after the training. The learning process can be personalized and adapted in the virtual learning environment. Each training participant can individually determine elements of the learning situation. For example, training participants choose the entire learning environment adapted to their unique real production environment. Virtual Reality enables new forms of reflection, e.g. recording the learning process and the associated actions. H...
The impact of a Virtual Reality-based tool on teaching and learning Basic Design: Early perceptions
Design Doctoral Conference’17: TRANScendency. Proceedings of the DDC 4th Conference . Lisboa, Portugal: IADE -Creative University / Edições IADE, 2017
This paper presents the results of a pilot study conducted in a Basic Design rooted discipline named Laboratório de Design 3D, in IADE's graduation in Design. This was part of a larger on going study intending to develop a VRbased tool for teaching and learning Basic Design topics. The objective of this pilot was to test the tools and procedures prepared to assess the impact of the VR tool on students. Self-Perceptions of creativity and motivation were measured, as well as the student's performance. Early results suggest positive contributions of the VR tool. Observations of the video recorded sessions reveal enthusiastic reactions from the students, whether in engaging moments of discussion about the exercise, or while exploring the abstract structures in different scenarios. However, difficulties related with the implementation of the procedure during the semester were noticed, urging modifications.
D3.1 Report on cognitive issues in VR-aided design environments
2021
careful review of the requirements (cf. D1.1) is complemented by consulting with architects and engineers in exploratory interview sessions. A distributed cognition approach allows us to model design as a collaborative activity of an entire design team, including human actors as well as their physical and digital surroundings in the environment. UML-inspired sequence diagrams provide an abstract view on team activities in terms of who exchanges information using which media. Case studies on tracing as a design medium<br> complete our study of established design practices in AEC industries. The analyses will guide the upcoming development and research activities in WP3and PrismArch as a whole.
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.