Experimental Applications of Virtual Reality in Design Education

Abstract

By introducing rapid reproduction, algorithms, and complex formal configurations, the digital era of architecture began a revolution. Architects incorporated the computational capacity of the computer into the design process both as a tool and as a critical component of the theories and practice of architecture as a whole. As we move into what has been coined "the second digital turn," a period in which digital integration is considered ubiquitous, how can we consider, prepare, and propel towards the next technological innovation to significantly inform design thinking, representation, and manifestation? What tools are available to investigate this speculative design future and how can they be implemented?If the integration of technology in architecture is now a given, perhaps the next digital design era is not just digital but virtual. As new technologies emerge the potential for integrating the virtual design world with our physical senses affords novel possibilities for interactive design, simulation, analysis and construction. Hybrid reality technologies, including virtual reality (VR) and augmented reality (AR), embody the potential to supersede conventional representation methodologies such as drawing, rendering, physical modeling, and animation. As they become increasingly pervasive, they will transform how we communicate ideas and data as spatial concepts. Further, they will reform the construct of the built environment when applied to both materiality and fabrication. This paper will describe the incorporation of VR as a tool in various classroom and laboratory settings, recognize the educational outcomes of this incorporation, and identify the potential relationship of these technologies to future academic exploration and application to practice.

Implementation of virtual reality in construction education: a content-analysis based literature review

“…On the other hand, they also highlighted the logistical challenges of consistently implementing the VR environment in regular classes. Bartosh and Anzalone (2019) described the incorporation of VR as a tool in various classroom and laboratory settings, recognizing the educational outcomes of this incorporation. However, the authors propose that simulation and analysis cannot replace experience in the act of architectural design in academia, practice and research.…”

“…Most of the implementation papers (i.e., 19) focus on the impact of VR on learning. In some cases, this interest is made explicit in the goal to analyze the impact of VR in spatial visualisation (Ceylan, 2020;Bartosh and Anzalone, 2019), tacit knowledge acquisition (Wu et al, 2019a), knowledge transfer, knowledge retention (Eiris et al, 2021;Beh et al, 2021) as well as in allowing students to live a realistic experience (Sulbaran and Jones, 2012).…”

“…The integration of VR in classroom and laboratory settings is also discussed in previous works (Lucas and Gajjar, 2021;Bartosh and Anzalone, 2019). Challenges have been revealed in designing effective learning processes and structure interaction if the solution does not provide the right level of usability for students, who can feel lost or confused moving within a VR environment (Peña and Ragan, 2017).…”

“…Audio-based interaction is included in 6 studies as a way to recreate a realistic job-site experience in virtual field visits, for the analysis of construction sequences, or to engage and motivate students by means of a virtual inspector that provides them instructions to proceed (Eiris et al, 2021;Beh et al, 2021;Try et al, 2021;Wang et al, 2020). In one instance, audio has been used for acoustic feedback in the application of VR for architectural design (Bartosh and Anzalone, 2019). In Şahbaz (2021) students receive audio information when selecting an object in the virtual environment as a way to improve the learning experience in architectural education.…”

The Relationship Between the Type of Dimensions (3D, 2D) and Mental Interaction (High, Low) in the Augmented Reality Environment and its Effects on Learning

“…It was also witnessed that the participants could raise the capability of their understanding, reading, speaking, and learning using AR techniques, more in comparison to the ones who followed the customary ways of learning and research. As it was proven from the collected data that the participants developed better expertise and talents like spatial learning capability, technology efficiency, computer science approximation, finding solutions for their problems, and collaboration in order to avoid any difficulties (Bartosh & Anzalone, 2019;Fernando et al, 2017). Metzler and Shepard (1974), R. N. Cooper (1982), andCorballis (1986) all describe a similar process of mental rotation (Corballis & Blackman, 1990;Metzler & Shepard, 1974;Shepard & Cooper, 1986).…”