Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft

FACe! 3D Facial Animation System based on FACS

In this paper we present a 3D facial animation system named FACe! It is able to generate different expressions of the face throughout punctual and combined activation of Action Units, defined by Facial Acting Coding System(FACS). This system is implemented on a 3D human head controlled by bones, riggers and skinning to deform the geometry. The bone system is implemented in order to move single or combined Action Units, so that they can implement superior layers such as expressions, phonemes, words, emotions and the synchronization of all them together.Postprint (published version

Virtual learning scenarios for qualitative assessment in higher education 3D arts

Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.Author's final draf

User's experience in the visualization of architectural images in different environments

The visualization of images, both photographic and infographic, is a process that depends on a series of features that define the user (user profile: age, sex, culture or experience, etc.), the visual message (type of image, resolution, content, quality, etc.), and the display (size, resolution, type of screen immersive or not, etc.). When we can determine how the tree features relate, the communicative messages based on visual aspects will be more efficient for both the user and the technological output. The main objective of the research work presented in this paper is to determine whether differences in the visualization (immersive or not) of specific types of images (real and virtual) related to the architecture framework, differ depending on the gender of the user. The reflection of the existence of such differences in the future will allow us to define the characteristics of the image and the medium, and maximize the emotional communication of architectural ideas, depending on the type of user.Peer ReviewedPostprint (published version

Urban data and urban design: A data mining approach to architecture education

The configuration of urban projects using Information and Communication Technologies is an essential aspect in the education of future architects. Students must know the technologies that will facilitate their academic and professional development, as well as anticipating the needs of the citizens and the requirements of their designs. In this paper, a data mining approach was used to outline the strategic requirements for an urban design project in an architecture course using a Project-Based Learning strategy. Informal data related to an award-winning public space (Gillett Square in London, UK) was retrieved from two social networks (Flickr and Twitter), and from its official website. The analysis focused on semantic, temporal and spatial patterns, aspects generally overlooked in traditional approaches. Text-mining techniques were used to relate semantic and temporal data, focusing on seasonal and weekly (work-leisure) cycles, and the geographic patterns were extracted both from geotagged pictures and by geocoding user locations. The results showed that it is possible to obtain and extract valuable data and information in order to determine the different uses and architectural requirements of an urban space, but such data and information can be challenging to retrieve, structure, analyze and visualize. The main goal of the paper is to outline a strategy and present a visualization of the results, in a way designed to be attractive and informative for both students and professionals - even without a technical background - so the conducted analysis may be reproducible in other urban data contexts.Postprint (author's final draft

Urban gamification in architecture

This paper describes early stages of an educational project focused on using gamification in architecture education. The state of the art of gamification technologies applied to education, architecture and urban design, is introduced, as well as main objectives of the project. It is based on the use of virtual reality systems on urban spaces to asses motivational, social, and spatial competences in an educational context. Finally, assessment methodology and previous design concepts are discussed.Postprint (author's final draft

Simulated environments in architecture education: improving the student motivation

The increasing graphic quality and ease of use of the current generation of videogame technology compels educators to rethink how architecture students learn. This paper presents the results of an educational experience with architecture students that explored the suitability of virtual environments as an educational tool. Students explored the simulated environment of an architectural proposal and filled a survey asking whether the experience had made them reason about some fundamental qualities of space. The results revealed that the virtual environment was capable of making students reflect on the functional, formal or material qualities of architectural spaces, suggesting a new education avenue using gamification or serious games strategies.Postprint (author's final draft

Sistemas de Visualización Gamificados para la mejora de la Motivación Intrínseca en Estudiantes de Arquitectura [Gamified Visual Systems for improving the Intrinsic Motivation of Architectural Students]

El artículo presenta y analiza los resultados obtenidos en el proceso de incorporar sistemas gamificados de visualización 3D para proyectos urbanos en los estudios de grado y máster de Arquitectura. El proceso se ha diseñado a partir de una primera de recogida de datos iniciales para evaluar el perfil de los estudiantes, un segundo proceso práctico de formación y trabajo en entornos urbanos reales con el fin de diseñar nuevos usos a partir de una reordenación del espacio, todo ello utilizando sistemas digitales interactivos con el fin de gamificar la experiencia, y una tercera fase de recogida de resultados ligados a motivación, satisfacción y usabilidad de la experiencia. Los datos presentados se centran en la motivación inicial recogida de los estudiantes. Los resultados nos revelan una baja motivación inicial del estudiante, no entendiendo las utilidades que los juegos y entornos virtuales pueden aportar a la visualización del proyecto arquitectónico. No obstante, la propuesta utilizada ha conseguido mejorar dicha percepción inicial, mejorando el interés por la materia y en definitiva en las competencias de trabajo en equipo y en presentación tridimensional de proyectos. [The article analyzes the results obtained in the process of incorporating gamified 3D visual systems for urban projects into the degree and master of architecture. The process has been designed through a first collection of profile student’s data, followed by the practical process of working in real urban environments, and finally collecting the results lined to motivation, satisfaction and usability of the process. This project seeks to design new applications from a rearrangement of urban space using gamify-interactive digital systems in order to improve the user experience. The results reveal a low initial motivation in the students, not understanding that the usefulness of the games and the virtual environments can contribute to the visualization of the architectural and urban project. Nevertheless, the proposal has improved the initial perception, raising the interest in the subject and, ultimately, the teamwork skills and the three-dimensional presentation of the project.

Bridging levels of pharmaceuticals in river water with biological community structure in the Llobregat river basin (NE Spain)

A wide range of human pharmaceuticals are present at low concentrations in freshwater systems, particularly in sections of polluted river. These compounds show high biological activity, often associated with a high stability. These characteristics imply a potential impact of these substances on aquatic biota even when present at low environmental concentrations. Low flow conditions in Mediterranean rivers, most of which flow through densely populated areas and are subjected to intensive water use, increase the environmental risk of these emergent compounds. Here, we studied whether pharmaceuticals in river water affect the local benthic community structure (diatoms and invertebrates). For this purpose, we analyzed the occurrence of pharmaceuticals along the Llobregat River and examined the benthic community structure (diatoms and invertebrates) of this system. Some pharmaceutical products in the Llobregat River registered concentrations greater than those cited in the literature. Multivariate analyses revealed a potential causal association between the concentrations of some anti-inflammatories and β-blockers and the abundance and biomass of several benthic invertebrates (Chironomus spp. and Tubifex tubifex). Further interpretation in terms of cause-and-effect relationships is discussed; however, it must be always taken with caution because other pollutants also may have significant contributions. Combined with further community experiments in the laboratory, our approach could be a desirable way to proceed in future risk management decisions

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations