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

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

The role of virtual reality in built environment education

This study builds upon previous research on the integration of Virtual Reality (VR) within the built environment curriculum and aims to investigate the role of VR and three-dimensional (3D) computer modelling on learning and teaching in a school of the built environment. In order to achieve this aim, a number of academic experiences were analysed to explore the applicability and viability of 3D computer modelling and VR into built environment subject areas. Although two-dimensional (2D) representations have been greatly accepted by built environment professions and education, 3D computer representations and VR applications, offering interactivity and immersiveness, are not yet widely accepted. The study attempts to understand the values and challenges of integrating visualisation technologies into built environment teaching and investigates tutors’ perceptions, opinions and concerns with respect to these technologies. The study reports on the integration process and considers how 3D computer modelling and VR technologies can combine with, and extend, the existing range of learning and teaching methods appropriate to different disciplines and programme areas

Innovation and communication technologies + Problem based learning: a new approach for teaching architecture

This article presents the results obtained during its first year of application in the educational innovation project called “New frameworks of teaching: ICT applied to problem based learning in technical bachelors” (PIE 15-166) developed at the School of Architecture in the University of Malaga. This has been focused on the development of educational strategies based on exploiting the potential of ICT, taking as a framework the ABP. Its application on subjects from different areas of knowledge (architectural composition, urban planning, projects and architectural constructions) has allowed assessing the adaptability of this methodology depending on the content. Among the obtained results can be highlighted the improvement in cross curricular coordination between subjects from different fields of studies, providing different ways of synchronous and asynchronous communication between students and teachers to generate a greater interaction between all the involved subjects; increasing in addition the interest and an improvement of the results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Perceived Sensations in Architectural Spaces through Immersive Virtual Reality

[EN] To design architectural spaces that not only respond to the basic needs of users, but also seek their emotional well-being, it is necessary for the architecture students to have a special sensitivity and be aware of the different sensations that their designs should and can evoke. To achieve this competence without exploring real spaces, Immersive Virtual Reality technology offers an important contribution to the field of architecture. The purpose of this research is to determine if the sensations perceived in virtual architectural spaces by students are similar to the real ones and to determine the characteristics of this technology that allow a better perception of sensations. Six architectural modules were designed to be walked through and experienced at real scale using a Head Mounted Display by 22 students of the first and fifth year of studies of Architecture career in Peru. An ad-hoc questionnaire allowed to know the perceived sensations and the benefits of the tool. The results obtained showed that the perception of sensations of the fifth year students is a little closer to those expressed by a group of seven experts compared to that of the first year students and that the students consider the characteristics of accessibility, real scale of the space and the possibility of going through and looking at the space in all directions are those that have given more realism to the experience and therefore better perception of the space, while the characteristics of natural light and shadows, construction materials and external environment have been less valued in the realism of the experience. It is concluded that the sensory experimentation in architectural spaces modelled realistically in virtual environments allows the perception of sensations very similar to those that the architect seeks to convey initially.Universidad Nacional de San Agustin de ArequipaGomez-Tone, HC.; Martin-Gutierrez, J.; Bustamante-Escapa, J.; Bustamante-Escapa, P.; Valencia-Anci, BK. (2021). Perceived Sensations in Architectural Spaces through Immersive Virtual Reality. VITRUVIO - International Journal of Architectural Technology and Sustainability. 6(2):70-81. https://doi.org/10.4995/vitruvio-ijats.2021.16253OJS708162Alatta, R. A., & Freewan, A. 2017. Investigating the Effect of Employing Immersive Virtual Environment on Enhancing Spatial Perception within Design Process. ArchNet-IJAR: International Journal of Architectural Research, 11(2), 219. https://doi.org/10.26687/archnetijar.v11i2.1258Almagro Holgado, M. 2020. Límites de la noción de'affordance''y de la concepción de lo mental en el marco de la psicología ecológica. Teorema: Revista Internacional de Filosofía, 39(1), 135-149.Angulo, A. 2013. On the design of architectural spatial experiences using immersive simulation. EAEA 11 Conference Proceedings, Envisioning Architecture: Design, Evaluation, Communication. Italy: Milan, 151-158.Arnheim, R. 1986. A plea for visual thinking. In New essays on the psychology of art (pp. 135-152). University of California Press. https://doi.org/10.1525/9780520907843-013Brandão, G. V. L., do Amaral, W. D. H., de Almeida, C. A. R., & Castañon, J. A. B. 2018. Virtual reality as a tool for teaching architecture. International Conference of Design, User Experience, and Usability, 73-82. https://doi.org/10.1007/978-3-319-91803-7_6Dezcallar Sáez, T. 2012. Relación entre procesos mentales y sentido háptico emociones y recuerdos mediante el análisis empírico de texturas. Universitat Autònoma de Barcelona,.Ergan, S., Radwan, A., Zou, Z., Tseng, H., & Han, X. 2019. Quantifying human experience in architectural spaces with integrated virtual reality and body sensor networks. Journal of Computing in Civil Engineering, 33(2), 04018062. https://doi.org/10.1061/(ASCE) CP.1943-5487.0000812Fieandt, K., Järvinen, E., & Korkala, P. 2007. Space perception. Encyclopaedia Britannica.Ghani, I., Rafi, A., & Woods, P. 2020. The effect of immersion towards place presence in virtual heritage environments. Personal and Ubiquitous Computing, 24(6), 861-872. https://doi.org/10.1007/s00779-019-01352-8Gomes, R., Aquilué, I., & Roca, E. 2017. Cuerpo, espacio y el dibujo arquitectónico. ACE: Architecture, City and Environment. https://doi.org/10.5821/ace.12.34.5289Gómez-Tone, H. C., Bustamante Escapa, J., Bustamante Escapa, P., & Martin-Gutierrez, J. 2021. The Drawing and Perception of Architectural Spaces through Immersive Virtual Reality. Sustainability, 13(11), 6223. https://doi.org/10.3390/su13116223Hermund, A., Bundgaard, T. S., & Klint, L. S. 2017. Speculations on the representation of architecture in virtual reality: How can we (continue to) simulate the unseen? 10.Holth, J., & Schnabel, M. A. 2017. Immersive virtual environments as a tool for exploring perceptional space. International Journal of Parallel, Emergent and Distributed Systems, 32(sup1), S155-S162. https://doi.org/10.1080/17445760.2017.1390090Homolja, M., Maghool, S. A. H., & Schnabel, M. A. 2020. The Impact of Moving through the Built Environment on Emotional and Neurophysiological State-A Systematic Literature Review.Keenan, M. 2020. Perception. In Salem Press Encyclopedia of Health. Salem Press. http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=109057209&lang=es&site=eds-live&scope=siteKuliga, S. F., Thrash, T., Dalton, R. C., & Hölscher, C. 2015. Virtual reality as an empirical research tool-Exploring user experience in a real building and a corresponding virtual model. Computers, Environment and Urban Systems, 54, 363-375. https://doi.org/10.1016/j.compenvurbsys.2015.09.006Li, J., Jin, Y., Lu, S., Wu, W., & Wang, P. 2020. Building environment information and human perceptual feedback collected through a combined virtual reality (VR) and electroencephalogram (EEG) method. Energy & Buildings, 224, N.PAG-N.PAG. https://doi.org/10.1016/j.enbuild.2020.110259Lizondo Sevilla, L., Santatecla Fayos, J., Martínez García, S. J., & Bosch Reig, I. 2014. La influencia de la arquitectura efímera en la arquitectura construida. El caso de Mies van der Rohe. ACE: Architecture, City and Environment, 8(24), 73-94. https://doi.org/10.5821/ace.8.24.2717Maghool, S. A. H., Homolja, M., & Schnabel, M. A. 2020. Cybernetics Approach to Virtual Emotional Spaces-An electrodermal activity actuated adaptive space. https://doi.org/10.26686/wgtn.13019327Mitrache, A. 2013. Spatial Sensibility in Architectural Education. Procedia - Social and Behavioral Sciences, 93, 544-548. https://doi.org/10.1016/j.sbspro.2013.09.236Moloney, J., Globa, A., Wang, R., & Khoo, C. 2019. Principles for the application of mixed reality as pre-occupancy evaluation tools (P-OET) at the early design stages. Architectural Science Review, 1-10.Nisha, B. 2019. The pedagogic value of learning design with virtual reality. Educational Psychology, 39(10), 1233-1254.Norberg-Schulz, C. 1980. Existencia,espacio y arquitectura. Barcelona: Blume.Pallasma, J. 2006. Los ojos de la piel. Barcelona: Gustavo Gili.Rasmussen, S. E. 2004. La experiencia de la arquitectura (Vol. 5). Reverté.Roberts, G., Holmes, N., Alexander, N., Boto, E., Leggett, J., Hill, R. M., Shah, V., Rea, M., Vaughan, R., Maguire, E. A., Kessler, K., Beebe, S., Fromhold, M., Barnes, G. R., Bowtell, R., & Brookes, M. J. 2019. Towards OPM-MEG in a virtual reality environment. NeuroImage, 199, 408-417. https://doi.org/10.1016/j.neuroimage.2019.06.010Saldarriaga Roa, A. 2002. La arquitectura como experiencia: Espacio, cuerpo y sensibilidad. Univ. Nacional de Colombia.Sánchez, O., & Hessman, D. 2018. El aprendizaje de la percepción del espacio arquitectónico: Una aproximación a su comprensión desde la experiencia en el taller de diseño uno [Universidad Nacional de Colombia]. https://repositorio.unal.edu.co/handle/unal/64112Sánchez Vidiella, A. 2016. Arquitectura efímera: 100 proyectos, 1000 ideas (1ra ed.). Promopress.Shemesh, A., Talmon, R., Karp, O., Amir, I., Bar, M., & Grobman, Y. J. 2017. Affective response to architecture-investigating human reaction to spaces with different geometry. Architectural Science Review, 60(2), 116-125.Yeom, D., Choi, J.-H., & Kang, S.-H. 2019. Investigation of the physiological differences in the immersive virtual reality environment and real indoor environment: Focused on skin temperature and thermal sensation. Building and Environment, 154, 44-54

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Virtual studio: a digital repository in architectural education

The “virtual studio” is a project exploring the potential of virtual learning environments to augment conventional studio culture in the Lincoln School of Architecture. Staff saw an opportunity to bridge the long-acknowledged divide in learning between theory, technology and studio practice by linking a wide range of digital material and media from across the curriculum within a single virtual space, both formal learning objects created by staff and work produced by students. Early in its development the project was expanded to link with Lincoln’s JISC-funded Institutional Repository which aims to establish a digital repository of teaching and learning objects and peer-reviewed research across the University. The School of Architecture was to be an initial test bed for the creation of a more generic, university-wide repository. However, architecture is an atypical discipline; its emphasis is more visual than literary, more practice than research-based and its approach to teaching and learning is more fluid and varied than either the sciences or the humanities (Stevens, 1998). If we accept that it is social interests that underlie the development of technology rather than any inevitable or rational progress (Bijker, 1997), the question arises as to what extent an institutional repository can reconcile architectural interests with the interests of other disciplines. Architecture and the design disciplines are marginal actors in the debate surrounding digital archive development, this paper argues, and they bring problems to the table that are not easily resolved given available software and that lie outside the interests of most other actors in academia

SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Extending the palette: an analysis of the heterogeneity of techniques for communicating space

This study offers an analysis of the increasing range of communication methods required by the emerging profession of the architectural technologist. It reviews the process of introducing methods of communication into the academic curriculum of undergraduate architectural technology students who have a need to select appropriate techniques in order to communicate to various stakeholders, design teams and clients. The paper reviews the integration of three-dimensional computer modelling technologies for the analysis and communication of proposed designs and considers the knowledge and skills which will be required to enable effective representation of increasingly complex buildings