Piloting mixed reality in ICT networking to visualize complex theoretical multi-step problems

This paper presents insights from the implementation of a mixed reality intervention using 3d printed physical objects and a mobile augmented reality application in an ICT networking classroom. The intervention aims to assist student understanding of complex theoretical multi-step problems without a corresponding real world physical analog model. This is important because these concepts are difficult to conceptualise without a corresponding mental model. The simulation works by using physical models to represent networking equipment and allows learners to build a network that can then be simulated using a mobile app to observe underlying packet traversal and routing theory between the different devices as data travels from the source to the destination. Outcomes from usability testing show great student interest in the intervention and a feeling that it helped with clarity, but also demonstrated the need to scaffold the use of the intervention for students rather than providing a freeform experience in the classroom

Aplicaciones de las tecnologías aditivas en las diferentes disciplinas educativas de la Universidad de Savonia

El objeto del trabajo es el de entender el funcionamiento de las tecnologías aditivas y sus actuales usos en la industria y centros educativos para encontrar y proponer diferentes aplicaciones de uso y conocimiento de la fabricación aditivas y más concretamente de la impresión 3D.<br /

Integrating 3D Printing Technologies into Architectural Education as Design Tools

3D printing technology offers the chance to produce very small-scale, complex forms that could help to improve educational materials for architectural design. In this age of technological advances, architectural education needs to integrate modern teaching methods that could enhance students’ visual perception. This research thus examined the impact of computational design modeling and 3D printing technology on the spatial cognition of architecture students. It starts with the premise that the use of the 3D printed models will support design logic and improve the deep understanding of spatial perception among students. Thirty architecture students were asked about a designed project realized for the purpose of this study. They were presented both a project designed via computer modeling software and a printed model of the same project. The outcomes indicate that the use of 3D printing gave better results in the development of students’ spatial abilities. The findings also confirm that adopting this technology in the development of teaching tools will enhance students’ spatial perception and extend beyond the seamless materialization of the digital model which can continuously inform design ideation through emerging perception qualities

Where and how 3D printing is used in teaching and education

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state‐of‐the‐art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing‐based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.This work was supported by the Engineering and Physical Sciences Research Council [number EP/K039598/1]

An overview of virtual city modelling : emerging organisational issues

This paper presents a recent overview of the increasing use of Virtual Reality (VR) technologies for the simulation of urban environments. It builds on previous research conducted on the identification of three-dimensional (3D) city models and offers an analysis of the development, utilization and construction of VR city models. Issues pertaining to advantages, barriers and ownership are identified. The paper describes a case study of the development of a VR model for the city of Newcastle upon Tyne in the UK and outlines the role that academic institutions can play in both the creation and utilization of urban models. The study offers a new approach for the creation, management and update of urban models and reflects on issues which are emerging. Areas for future research are discussed

Virtual reality urban modelling - an overview

This paper offers an overview of the increasing use of Virtual Reality (VR) technologies for the simulation of urban environments. It provides a summary of cities worldwide where three-dimensional computer modelling is being utilised to aid urban planning. The study considers the need for a digital representation of cities and raises issues pertaining to advantages, barriers and ownership. A case study of a pilot project on the visualisation of Newcastle upon Tyne is examined to show an approach adopted for the representation of this city in North East England. The process of this visualisation is summarised and future research is outlined in relation to this city model