Design reviews at a distance : a qualitative analysis of mediated interaction in 3D real-time virtual environments

PhD ThesisThe use of new media such as massively multi-user 3D virtual environments; ‘virtual worlds’, in design learning is directed by expectations that they have the potential to simulate human characteristics via Avatars. The three dimensional spatial and communicational properties afforded by this virtual environment provide an opportunity to distantly interact, visualise and keep records of the students’ design reviews, while reducing the levels of tension, defence and shyness experienced by some students in traditional face-to-face design reviews. This thesis proposes that despite these potentials for a successful interactional medium, properties of mediation, virtuality and remoteness of mediated design reviews affect how learning interactions are communicated and delivered; changing the overall learning experience, and thus its effectiveness. In order to determine the effectiveness of the mediated learning interaction process in 3D virtual worlds, this research performs a protocol analysis study where it proposes an assessment framework that examines indicators of effectiveness of three constituting processes; communication efficiency, learning effectiveness and learner-technology interaction. The study hypothesises that the availability and limitation of certain communication modes afforded by the virtual environment may affect the flow and sequences of synchronous communication, but not necessarily the quality and content of mutually communicated information. It proposes that certain properties of the technology, specifically those which aim to support different forms of interaction, such as embodiment, presence and remoteness will play a positive role in the effectiveness of the learning interaction process. This thesis hypothesises as well that students and tutors will continue to interact effectively and create a shared language of communication despite some communicational challenges. To test these hypotheses and examine the effectiveness of the learning interaction process, this thesis adopts an exploratory methodology. Varying in the degree of mediation, three categories of small size design review groups of students and tutors were conducted and closely observed. A coding scheme specific to the design review protocol was designed and developed in this thesis based on observations of the first category; face-to-face design reviews. Two other virtual reviews performed at two degrees of mediation/remoteness, allowed us to explore mediated interactions ‘within’ the 3D virtual world and ‘with’ the physical computer. Qualitatively-based interaction and content analyses of the recorded activities, in addition to questionnaires and focus groups with the participants, provided evidence that there are noticeable differences in both; verbal content and nonverbal interactions between the three design review categories, hence variations in learning effectiveness. It was found that not only the availability or restriction of certain communication modes that had caused these differences, but the way the users used, adopted and perceived the virtual properties of the medium, had played a significant role as well. It is hoped that the method developed in this thesis can shed more light upon the neglected communicational aspects of final design reviews and come closer to enhance the delivery of learning in the design studio. It is hoped as well that this research can inform the literature on virtual worlds as online-learning environments in design-based disciplines, by probing deeper than simply accepting or rejecting the use of the technology, but rather to analyse the properties they afford or deny within context. Furthermore, it is hoped that the recommendations of this research be employable to aid virtual world and Avatar designers to develop interactional aspects of virtual worlds to be considered for a wider range of more complicated interaction processes such as the architectural design review.Egyptian Government

Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p

Common Ground: Exploring the intersection between information, technology, art and design

University research is becoming increasingly multidisciplinary in both the nature of the problems being investigated and the makeup of the teams of researchers that tackle these complex challenges. Information schools are in a unique position to participate across a range of these projects. This poster describes an initiative to discover potential areas for collaboration between Syracuse University???s iSchool and the College of Visual and Performing Arts, focusing on the synergies between information, technology, art and design

Which way is up? Space and place in virtual learning environments for design

The role of ‘place’ in design education is essential in providing a structured learning experience that can be trusted and which allows dynamic social connections to emerge in the development of reflective practice. With increasing demand for distance and online learning resources, this paper considers how such a sense of place can be arrived at using ‘virtual architecture’. Analogies with physical architectural space – for example ‘homes’, ‘forums’, ‘studios’, ‘libraries’ can be useful, but in many ways the opportunities for design learning in virtual architecture go far beyond what is possible with physical architecture. We describe how the virtual architecture of an Open University course in Design Thinking has consciously tried to create place rather than space, in crafting an environment with intrinsic learning opportunities, and the benefits this has brought to students studying the course

Peripatetic electronic teachers in higher education

This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a ‘Peripatetic Electronic Teacher’ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PET‐worlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PET‐world paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed Short‐Term British Telecom Research Fellowship, based at the BT Adastral Park

Exemplary Design Research

In this paper, we will look at what role a research program and an interventionist research strategy based on design experiments may play for the advancement of knowledge relevant to design and designers. We suggest the notion of exemplary design research driven by programs and experiments and by this we refer to research based on the explicit formulation of design programs that act as a frame and foundation for carrying out series of design experiments. It is 'exemplary' in the sense that it enables critical dissemination primarily by creating examples of what could be done and how, i.e. examples that both express the possibilities and characteristics of the design program as well as more general suggestions about a certain (change to) design practice

Realism or non-realism: Design of learning spaces in Second Life

The designs of learning spaces in 3D virtual worlds such as Second Life can have widely different degrees of visual realism. For example, it could be a replica of a university’s real-life campus or a fantasy space with undersea areas and airships. At the Open University in the UK, we are investigating the relationship between the visual realism of the learning space design, design of pedagogical activities, and learner engagement. In this presentation, based on our empirical research involving educators, designers and students, we will present key guiding principles for designing learning spaces in 3D virtual worlds and specifically the issues of realism and fantasy that need to be considered. We hope that the guidance and recommendations from our research will support educators and designers to design learning spaces that foster students’ socialisation, informal learning, collaboration, and creativity

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

New technologies for urban designers: the VENUE project

In this report, we first outline the basic idea of VENUE. This involves developing digital tools froma foundation of geographic information systems (GIS) software which we then apply to urbandesign, a subject area and profession which has little tradition in using such tools. Our project wasto develop two types of tool, namely functional analysis based on embedding models of movementin local environments into GIS based on ideas from the field of space syntax; and secondlyfashioning these ideas in a wider digital context in which the entire range of GIS technologies werebrought to bear at the local scale. By local scale, we mean the representation of urban environmentsfrom about 1: 500 to around 1: 2500