Self-Organizing Maps for Intuitive Gesture-Based Geometric Modelling in Augmented Reality

Felbrich, Benjamin; Jahn, Gwyllim; Newnham, Cameron; Menges, Achim

doi:10.1109/aivr.2018.00016

Cited by 8 publications

(2 citation statements)

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“…In parallel, the concept of VDS advanced from a range of tools, systems, and services, which help replicate, simulate or supplement the conventional design studio (Jones et al, 2017 ), into environments for advanced 3D modeling, analysis, and fabrication (Lynn, 1999 ; Peters and De Kestelier, 2008 ; Adel et al, 2018 ). Additionally, the recent works that take advantage of VDS deal with real-time and dynamic rendering (Gün, 2013 ), generative and parametric processes (Felbrich et al, 2018 ; Newnham et al, 2018 ), responsive and interactive solutions (Fox, 2009 ; Beesley et al, 2010 ), and sensory feedback loops (Ahlquist, 2016 ; Moleta et al, 2018 ).…”

Section: Related Workmentioning

confidence: 99%

“…For many years, researchers, who are dedicated to finding out how digital instruments can improve architecture education, have made significant contributions to the current willingness for architecture education being viable online. Studies include the impact of VR and digital instruments in design creativity (Alvarado and Maver, 1999 ; Oxman, 2008 ; Celani, 2012 ; Shih et al, 2017 ; Coppens et al, 2018 ), design representation (Indraprastha and Shinozaki, 2009 ; Pelosi, 2010 ; Felbrich et al, 2018 ) and design communication (Dorta et al, 2016a , b ; Schnabel et al, 2016 ). The recent research aggregate interest in examining student-centered and user-oriented approaches through qualitative (Kreutzberg, 2014 ; Gül and Kilimci, 2017 ) and quantitative methods (Wang et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Developing an Integrated VR Infrastructure in Architectural Design Education

Aydin

Aktaş

2020

Front. Robot. AI

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With the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students' reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of "complicated" and "confusing" software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.

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Section: Related Workmentioning

confidence: 99%