Use of Immersive Virtual Environment in the Design Studio - An Assessment Model

Sopher, Hadas; Fisher-Gewirtzman, Dafna; Kalay, Yehuda E.

doi:10.52842/conf.ecaade.2018.2.843

Cited by 6 publications

(7 citation statements)

References 12 publications

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“…This aligns with studies finding immersive environments to facilitate collaboration through copresence (Chowdhury and Hanegraaf, 2022), student ideation (Sopher and Gero, 2021;Sopher et al, 2022b) and collaborative ideation (Dorta et al, 2016;Hong et al, 2019). In contrast to a hybrid learning environment (Sopher et al, 2018(Sopher et al, , 2019, MUVEs were found unsupportive of design development. This can be explained by the proficiency in 3D modeling software required to prepare 3D models to be uploaded in the MUVEs, an activity that was reported to encounter difficulties during the course, found also in earlier studies (Sopher and Fisher-Gewirtzman, 2020), indicating the need to provide adequate training.…”

Section: Discussionsupporting

confidence: 83%

“…, 2019). In contrast to a hybrid learning environment (Sopher et al ., 2018, 2019), MUVEs were found unsupportive of design development. This can be explained by the proficiency in 3D modeling software required to prepare 3D models to be uploaded in the MUVEs, an activity that was reported to encounter difficulties during the course, found also in earlier studies (Sopher and Fisher-Gewirtzman, 2020), indicating the need to provide adequate training.…”

Section: Discussionmentioning

confidence: 99%

“…While finding MUVEs supportive of interaction with 3D artifacts at real-scale, Gomez-Tone et al (2022) reported undetermined findings on how MUVEs support conceptualization. Studies tracking studio courses that used an immersive hybrid system to explore 3D artifacts indicate the systems' role in supporting the increased generation of ideas (Sopher and Gero, 2021), developing concepts (Sopher et al, 2018(Sopher et al, , 2022b, productivity (Sopher et al, 2017) and solution-focused thinking (Sopher et al, 2019(Sopher et al, ,2022a. A different hybrid system (that includes collocated and remote participants) supported collaborative ideation (Boudhraa et al, 2019;Dorta et al, 2016), findings that allowed for integrating the system in design studios to increase collaboration.…”

Section: Arch 173mentioning

confidence: 99%

“…(2022) reported undetermined findings on how MUVEs support conceptualization. Studies tracking studio courses that used an immersive hybrid system to explore 3D artifacts indicate the systems' role in supporting the increased generation of ideas (Sopher and Gero, 2021), developing concepts (Sopher et al ., 2018, 2022b), productivity (Sopher et al. , 2017) and solution-focused thinking (Sopher et al ., 2019,2022a).…”

Section: Introductionmentioning

confidence: 99%

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Learning in metaverse: the immersive atelier model of the architecture studio

Sopher

Lescop

2023

ARCH

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PurposeThis paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.Design/methodology/approachForty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.FindingsFindings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.Research limitations/implicationsFindings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.Practical implicationsThe IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.Social implicationsThis paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.Originality/valueInnovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Arch 173mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning in metaverse: the immersive atelier model of the architecture studio

Sopher

Lescop

2023

ARCH

Self Cite

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“…The rise of information communication technology and the internet-savvy youth, which increased learning options during the COVID-19 epidemic, are prerequisites for these new learning techniques. 6 , 7 It emphasizes the necessity for faculty members knowledgeable about and skilled in online pedagogies and emphasizes student-centered practices more. 1 Like many other campuses, Ahlia University shut down its physical structure in reaction to COVID-19 to stop the virus’s spread.…”

Section: Introductionmentioning

confidence: 99%

A blended model of interior design studio practice due to COVID-19

Assali

2023

F1000Res

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Background: The coronavirus disease 2019 (COVID-19) pandemic upended the educational system around the globe. During this challenging period, universities and colleges looked for other effective alternative methods of learning, such as Virtual Learning Environments (VL). Besides, Ahlia University has implemented E-learning in response to COVID-19. There needs to be more attention given to the challenges associated with technology adoption facing interior design and architecture programs, where over 60% of courses are practical, especially design studios, which form the core of the curriculum. According to a review of the relevant literature, there needs to be more research on blended learning in interior design and architecture. In order to enhance the teaching and learning of interior design and architecture, further research is required to combine cutting-edge techniques and technology. The aim of this study was to review the classroom materials for Ahlia University’s interior design studio. Methods: After completing the INTD 212, INTD 216, INTD 311, and INTD 404 studios in mid-March 2022, a short Qualtrics poll was done to assess the difficulties of e-learning and offer potential consequences. Results: Though students were conveniently attending courses online, there was not much discussion and interaction like in the face-to-face model. Blended teaching in design studio courses offered many benefits. The results showed that blended design studios achieved pedagogical results as students developed their knowledge. Conclusions: Based on the findings, this research concludes that teaching and learning should be shifted from face-to-face and online learning to the best practice of a blended format.

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