Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools

[Abstract] Optimization of environmental performance is one of the standards to be achieved towards designing sustainable buildings. Many researchers are focusing on zero emission building|nhowever, it is essential that the indoor environment favors the performance of the building purpose. Empirical research has demonstrated the influence of architectural space variables on student performance, but they have not focused on holistic studies that compare how space influences different academic performance, such as Mathematics and Arts. This manuscript explores, under self-reported data, the relationship between learning space and the mathematics and art performance in 583 primary school students in Galicia (Spain). For this, the Indoor Physical Environment Perception scale has been adapted and validated and conducted in 27 classrooms. The results of the Exploratory Factor Analysis have evidenced that the learning space is structured in three categories: Workspace comfort, natural environment and building comfort. Multiple linear regression analyses have supported previous research and bring new findings concerning that the indoor environment variables do not influence in the same way different activities of school architecture

Entorno de aprendizaje ubicuo con realidad aumentada y tabletas para estimular la comprensión del espacio tridimensional

In this paper; two digital alternatives are analyzed against use of tangible models (physical parts) for sketching and analyzing forms: these are augmented reality and digital tablets. For this purpose; three pilot tests have been performed during the academic year 2011- 2012; where 62 students took part in it. These students came from three different educational setting: Arts Degree at La Laguna University; IES La Laboral high school and a group of Art and Technology subject’s high school teachers. The study has been performed with six tangible models of painted aluminum. The digital versions of these digital models have been created on a digital tablet and augmented reality over a PC. An overall evaluation and specific evaluation over the technology used has been performed too. From the results of this study; we have concluded that both technologies are valid alternatives for the substitution of tangible models in digital environments.En este artículo se analiza la adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada y las tabletas multitáctiles. El objetivo es ofrecer un entorno de aprendizaje ubicuo para estimular la comprensión del espacio tridimensional. Para ello se han realizado tres pruebas piloto durante el curso académico 2011-2012, en las que participaron 62 estudiantes de tres ámbitos educativos diferentes de la isla de Tenerife: Grado en Bellas Artes de la Universidad de La Laguna, estudiantes de educación secundaria del IES La Laboral y un grupo de profesores de secundaria de las asignaturas de Arte y Tecnología. El estudio se ha realizado con seis modelos físicos de aluminio pintado. Se ha dispuesto de la versión digital de seis modelos en Realidad Aumentada y en tableta multitáctil. Se ha realizado una valoración global y una valoración específica sobre las tecnologías utilizadas. De los resultados de este estudio se obtiene que ambas tecnologías son alternativas válidas para la sustitución de los modelos físicos en entornos digitales

Geospatial Google Street View with Virtual Reality: A Motivational Approach for Spatial Training Education

Motivation is a determining factor in the learning process, and encourages the student to participate in activities that increase their performance. Learning strategies supplemented by computer technology in a scenario-based learning environment can improve students′ motivation for spatial knowledge acquisition. In this sense, a workshop carried out with 43-second year engineering students supported by Google Street View mobile geospatial application for location-based tasks is presented, in which participants work in an immersive wayfinding 3D urban environment on virtual reality. Students use their own smartphones with Google Street View application integrated in virtual reality (VR) 3D glasses with a joystick as locomotion interface. The tool to analyse the motivational factor of this pedagogical approach is the multidimensional measurement device Intrinsic Motivation Inventory with six subscales: interest, perceived competence, perceived choice, effort, tension, and value, measured on a seven point Likert scale. Scores in all subscales considered are above 4 on a scale of 7. A usability study conducted at the end of the experiment provides values above 3 on a scale of 5 in efficacy, efficiency and satisfaction. The results of the experiment carried out indicate that geospatial Google Street View application in Virtual Reality is a motivating educational purpose in the field of spatial training

Using the Roblox Video Game Engine for Creating Virtual tours and Learning about the Sculptural Heritage

This paper describes an experience to incorporate the realization of virtual routes about the sculptural heritage of a city in the classroom by developing a simulation of the urban environment using a video game engine. Video game engines not only allow the creation of video games but also the creation and navigation of in-teractive three-dimensional worlds. For this research, Roblox Studio has been used, a simple and intuitive program in which no previous programming skills are required. During the 2018/2019 academic year, a pilot experience was carried out with 53 secondary school students who were given the task of designing a virtual environment in which they had to include 3D models of the sculptural her-itage of the city of Santa Cruz de Tenerife. Before starting the experience, the par-ticipants answered a questionnaire to obtain a previous idea of the students' knowledge about the creation of video games. Once the activity was finished and in order to evaluate the result of the activity, the participants answered a final questionnaire. The students emphasized that after the activity they are more aware of the sculptural heritage of Santa Cruz and that they consider themselves capable of creating their own interactive worlds with Roblox

Analysis of the factorial structure of graphic creativity of engineering students through digital manufacturing techniques

The development of creativity must be an axis in engineering training, and maker spaces are presented as ideal environment to achieve it. Specifically, in engineering degrees, creativity is considered among the generic competences included in the Tuning project and in the Engineering White Papers that regulate the university degrees of engineer in Spain. The measurement of creativity has been and is a focus of interest in literature, as well as to find out what factors it is divided into. Above all, graphic creativity is one of the factors of creativity, essential for engineers. The objective of this paper is to explore how digital manufacturing experiences influence the different variables of graphic creativity and to explore the factorial structure before and after them. For this, two maker workshops with different approach based on creativity theories have been carried out at the University of La Laguna during the academic year 2016/17. The sample consists of 100 engineering students from two different degrees. Wilcoxon signed-rank test, Kruskal-Wallis and exploratory factor analysis were carried out. Both maker workshops have increased graphic creativity with statistical significance in 36.96 (p=0.002) and 37.68 (p>0.001) points respectively, which were measured withTAECtest. Meanwhile, the creativity of students who did not attend to any workshop increased by less than two points without statistical significance (p = 0.875). The distribution of variables and the percentage of explanation of the tool has varied depending on the level of graphic creativity (pre-test and post-test). Moreover, relations between maker workshop design and the development of different variables of graphic creativity are discussed. © 2020 Tempus Publications. All rights reserved

Alternative Divulgation of the Local Sculptural Heritage: Construction of Paper Toys and Use of the Minecraft Video Game

At present it is easy to digitalize sculptural heritage in 3D. Three-dimensional models allow for visualization of the work from all angles. The result can be seen in three-dimensional visors, in virtual reality, or by means of 3D-printed replicas. However, the recipient continues to be, as is also the case in books and videos, a passive spectator of the cultural patrimony. In order to promote participation and to increase interest in local heritage, alternative methods for promotion of the digital patrimony have been developed. In this article, two means of publicizing local (less-known) heritage in an active manner have been described. On the one hand, the transformation of 3D models into cut-outs (paper toys) where it is necessary to make the sculptures by hand, and on the other hand, the incorporation of the models into the video game Minecraft, an immersed 3D world which permits visiting or generating content. To validate these alternatives, two examples based on the sculptures of Santa Cruz de Tenerife (Spain) have been created, and they have been used in pilot studies in schools in order to obtain a first appraisal of user satisfaction

Minecraft as a block building approach for developing spatial skills

Spatial skills belong to a group of functions and capacities that allow for the manipulation and processing of spatial information. Spatial skills are essential in STEM fields where students need to imagine objects in different orientations, manipulate three-dimensional models, and mentally reconstruct drawings from two to three dimensions. However, many students have difficulty with understanding 3D spatial geometry and the transitions between 2D and 3D. Making accurate drawings of spatial objects and 3D visual-spatial understanding are factors that impact one's ability to learn spatial geometry. Spatial skills can be developed through specific training with appropriate tools, and Minecraft allows for the creation of and interaction with 3D objects and scenarios. The present study investigated the impact of a block-building workshop that implemented Minecraft activities on the development and training of students' mental rotation skill. After the workshop, participants showed an improvement on the mental rotation task. In the development of mental rotation skill field have been carried out in other research different strategies using 3D modeling, SketchUp, Tetris, Block 3D apps and Augmented Reality. The activity carried out with Minecraft offers good results, only surpassed by augmented reality. © 202

Design and validation of an open source 3D printer based on digital ultraviolet light processing (DLP), for the improvement of traditional artistic casting techniques for microsculptures

The adoption of open-source digital manufacturing technologies in small art workshops may improve their competitiveness. Pieces modeled by computer and made with FDM (Fused Deposition Modeling) 3D printers that use PLA (polylactic acid) can be implemented in the procedures of artistic casting. However, models printed by PLA are limited to approximate minimum sizes of 3 cm, and the optimal layer height resolution is 0.1 mm. These sizes and resolutions are not suitable for creating microsculptures used, in many cases, in jewelry. An alternative to solve this limitation, is to use a DMLS (Direct Metal Laser Sintering) 3D printer. However, due to its high cost, it is a technology that is difficult to introduce in small artistic foundries. This work detailed the design and validation of a DLP (Digital Light Processing) 3D printer, using backlit LCD (Liquid Crystal Display) screens with ultraviolet light. Its development is totally "œopen source" and is proposed as a kit made up of electronic components, based on Arduino and easy to access mechanical components in the market. Most parts can be manufactured in low cost FDM (Fused Deposition Modeling) 3D printers. The result is an affordable, high resolution (0.021 mm), and open-design printer that can be implemented in artistic contexts. © 2021 by the authors

The Classroom as a Makerspace: Use of Tablets and Cutting Plotter to Create Pop-Up Cards in Educational Environments

In some classrooms the use of digital tablets for students is already standardized and is integrated into the teaching-learning process of the school. On the other hand, the use of cutting plotters is not common, although they are low-cost, easy to use and transportable devices. These machines are usually found in digital fab-rication spaces such as Makerspaces, Fab labs, etc. However, it is interesting to introduce these technologies in traditional classrooms. This article describes an experience carried out at Colegio San Isidro, Los Salesianos de la Orotava, Tene-rife in the 3rd year of secondary school in the subject of plastic, visual and audio-visual expression, in which an activity of design and creation of pop-up cards has been carried out. This activity is made in many subjects in order to develop crea-tivity or to understand three-dimensional concepts (mathematics, plastic, etc.). This activity involves cutting and folding paper that is usually done with scissors or cutter. It is proposed to digitalize this activity by means of digital tablets and portable cutting plotters. At the end of the activity, all the students were able to make their pop-up card using the proposed technologies and felt able to carry out the work autonomously

Ubiquitous Learning Environment with Augmented Reality and Tablets to Stimulate Comprehension of the Tridimentional Space

En este artículo se analiza la adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada y las tabletas multitáctiles. El objetivo es ofrecer un entorno de aprendizaje ubicuo para estimular la comprensión del espacio tridimensional. Para ello se han realizado tres pruebas piloto durante el curso académico 2011-2012, en las que participaron 62 estudiantes de tres ámbitos educativos diferentes de la isla de Tenerife: Grado en Bellas Artes de la Universidad de La Laguna, estudiantes de educación secundaria del IES La Laboral y un grupo de profesores de secundaria de las asignaturas de Arte y Tecnología. El estudio se ha realizado con seis modelos físicos de aluminio pintado. Se ha dispuesto de la versión digital de seis modelos en Realidad Aumentada y en tableta multitáctil. Se ha realizado una valoración global y una valoración específica sobre las tecnologías utilizadas. De los resultados de este estudio se obtiene que ambas tecnologías son alternativas válidas para la sustitución de los modelos físicos en entornos digitales.In this paper; two digital alternatives are analyzed against use of tangible models (physical parts) for sketching and analyzing forms: these are augmented reality and digital tablets. For this purpose; three pilot tests have been performed during the academic year 2011- 2012; where 62 students took part in it. These students came from three different educational setting: Arts Degree at La Laguna University; IES La Laboral high school and a group of Art and Technology subject's high school teachers. The study has been performed with six tangible models of painted aluminum. The digital versions of these digital models have been created on a digital tablet and augmented reality over a PC. An overall evaluation and specific evaluation over the technology used has been performed too. From the results of this study; we have concluded that both technologies are valid alternatives for the substitution of tangible models in digital environments