TY - GEN
T1 - Why Immersive? Using an Immersive Virtual Environment in Architectural Education
AU - Sopher, Hadas
AU - Kalay, Yehuda E.
AU - Fisher-Gewirtzman, Dafna
N1 - Publisher Copyright:
© 2017, Education and research in Computer Aided Architectural Design in Europe. All rights reserved.
PY - 2017
Y1 - 2017
N2 - Teaching the process of design is a primary objective of the architectural studio. Due to the complexity of the process, the studio encourages active learning and peer participation during crit sessions. This paper explores the potential of immersive virtual environments (IVEs) for enhancing architectural learning, and proposes a framework for evaluating its educational potential.We have developed a model for coding the three main activities of the architectural design process (analysis, synthesis and evaluation), along with their physical and social settings. The model comprises of units we call Knowledge Construction Activities (KCAs). We suggest that this model presents a detailed description of the environmental implications of each activity. Applying the KCA model to a studio course that used both a traditional classroom and an IVE revealed that the IVE increased the number of synthesis KCAs, and supported effective criticism. Though limited in scope, the results clearly indicate IVEs potential contribution to architecture pedagogy.
AB - Teaching the process of design is a primary objective of the architectural studio. Due to the complexity of the process, the studio encourages active learning and peer participation during crit sessions. This paper explores the potential of immersive virtual environments (IVEs) for enhancing architectural learning, and proposes a framework for evaluating its educational potential.We have developed a model for coding the three main activities of the architectural design process (analysis, synthesis and evaluation), along with their physical and social settings. The model comprises of units we call Knowledge Construction Activities (KCAs). We suggest that this model presents a detailed description of the environmental implications of each activity. Applying the KCA model to a studio course that used both a traditional classroom and an IVE revealed that the IVE increased the number of synthesis KCAs, and supported effective criticism. Though limited in scope, the results clearly indicate IVEs potential contribution to architecture pedagogy.
KW - Architectural education
KW - Design process
KW - Immersion
KW - Place
KW - Virtual environments
UR - https://www.scopus.com/pages/publications/85068820158
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AN - SCOPUS:85068820158
SN - 9789491207129
T3 - Proceedings of the International Conference on Education and Research in Computer Aided Architectural Design in Europe
SP - 313
EP - 322
BT - Shock - Sharing of Computable Knowledge
A2 - Fioravanti, Antonio
A2 - Cursi, Stefano
A2 - Elahmar, Salma
A2 - Gargaro, Silvia
A2 - Loffreda, Gianluigi
A2 - Novembri, Gabriele
A2 - Trento, Armando
PB - Education and research in Computer Aided Architectural Design in Europe
T2 - 35th International Conference on Education and Research in Computer Aided Architectural Design in Europe, eCAADe 2017
Y2 - 20 September 2017 through 22 September 2017
ER -