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In this paper we present “ML-AR” Practice Modules, in the field of Architecture and Building Engineering. They are alternative to traditional courses which are taught over a semester, and adapted to the student learning flow. In this case we used a particular technology such as Hand Held Augmented Reality (HHAR), to overlap virtual models on real scenes. Experience was limited to specific groups within four areas of undergraduate and master. In each case, specific Mobile Learning (ML) practices have been carried out. Each experimental group (EG) has been able to visualize a virtual model created by them or their teachers, in order to evaluate an architectural proposal or a construction detail, on site, as part of their own learning process. Students without the required devices, still in the ordinary course, configured the control group, (CG). Virtual models generation and augmented scenes preview on site, provided evaluation tools for better assessment and knowledge of student’s proposals prior to any intervention. In addition, tangible interaction and the abilitiy to modify and share their views also provided social skills and helped to create a self-formative process. Mobile devices and AR technology were used close to the students who show greater motivation and commitment in their didactic contents generation. Evaluation is based on academic performance improvement through study cases, by comparing the achievement of the overall objectives between the two groups (EG & GC). Relationship between performance and usability is also assessed. The experiments carried out confirmed our initial hypothesis, where Information and Communication Technologies (ICT) used in the web 3.0 environments, allow improving learning processes and reducing its temporality without previous experience at a very low cost. AR Technology in this area combined with Cloud computing development, creates a new paradigm of continuous training and self-learning though the use of AR technology.Postprint (published version

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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.Abstract. 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.

We describe the development, implementation and evaluation of an augmented reality (AR) application for mobile devices. It has been particularly intended to be used in educational environments. This application has been called U-AR, and is based on optical image recognition from real environment images, to act as markers. Once they are associated with virtual information (3D architectural models, in our case), the application allows viewing, scaling, and positioning it interactively and in real time. Some improvements have been implemented compared to existing commercial ones, such as the ability to view different models consecutively with a single marker and the possibility to move these computer-generated objects around the scene.The main objective was to assess the feasibility of using AR on mobile devices in educational environments. In addition we evaluated academic performance improvement using this technology. Validation was done through a case of study. It was carried out by Architecture students of the ETSAB, (UPC-Barcelona-Tech) outdoor. Results obtained by student's architectural proposals, after using this technology, and by questionnaires responses, demonstrated the application suitability as a new tool to be used in learning processes.