Virtual Environment for Design and Analysis (VEDA): Interactive and Immersive Energy Data Visualizations for Architectural Design

Bartosh, Amber; Krietemeyer, Bess

doi:10.1080/24751448.2017.1292794

Cited by 10 publications

(9 citation statements)

References 5 publications

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“…The reviewed studies also indicate that most of the ILT interventions were used as an independent learning tool without being associated with any learning theory (see, e.g. Abdullah et al, 2017;Bartosh and Krietemeyer, 2017;Lin and Hsu, 2017). This finding indicates that ILT is still perceived as a mere tool rather than a component of the education system.…”

Section: Discussionmentioning

confidence: 97%

“…Four categories of research purposes were derived: (1) evaluating the effect of ILT on learning performance (e.g. Ayer et al, 2016;Bartosh and Krietemeyer, 2017;Hong and Lee, 2018); (2) evaluating users' experience (e.g. Abdullah et al, 2017;Fonseca et al, 2017a, b;Valls, 2017); (3) investigating the benefits and potentials of ILT (Abdelhameed, 2017;Gonz alez, 2018;Moleta, 2016), and (4) evaluating the effect of ILT on learning style and type of learner (Maghool, 2018;Wang et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Investigating immersive learning technology intervention in architecture education: a systematic literature review

Ummihusna

Zairul

2021

JARHE

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PurposeThis study intends to review the existing studies on the application of immersive learning technology (ILT) in architecture education field. A systematic literature review (SLR) was conducted on the characteristics and implementation of ILT, research purpose, approach and outcome of research.Design/methodology/approachThe PICO concept (Population, Intervention, Comparison, Outcome measures) was used to form the research keywords. The Scopus database was searched and supported by supplementary search on Google Scholar, ProQuest, Emerald Insight and Springer Link. Based on the inclusion and exclusion criteria, 19 peer-reviewed journal articles published between 2013 and 2019 were identified.FindingsVirtual reality was found to be the most prevalent ILT applied in architecture education and commonly used as simulation. Most of the studies were applied in year-two architecture study and were mainly implemented for architecture design subject. Very few studies have associated the use of ILT with learning theories, and most of the existing studies have examined the effect of ILT on learning performance. Motivation was found to be the dominant emotional state, and most of the interventions deal with a higher cognitive level.Research limitations/implicationsOnly a small number of articles were selected due to the limited number of studies on the subject. Nevertheless, analysis of the selected few has provided valuable insight into the current scenario of the research topic.Originality/valueThis study adds to the existing literature by examining the existing empirical evidence on ILT intervention in the architecture education field. The findings will contribute towards innovating the learning process among architecture students and encouraging the use the ILT as part of architecture education system in higher education institutions.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Investigating immersive learning technology intervention in architecture education: a systematic literature review

Ummihusna

Zairul

2021

JARHE

View full text Add to dashboard Cite

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“…Thus, they proved the effect of other factors more strongly by demonstrating the usability of their developed IVR application. Some studies showed that IVR has a sufficient level of usability for design review [15,31,71,106,107], architectural detail design [12], structural analysis [121], building accessibility [7,43,123,131], solar radiation [11], daylighting [27,44,55], and energy consumption [46]. Some proposed IVR systems [6,126,136] demonstrated the ability of construction workers to transition from physical task performers to machine supervisors, laying the groundwork for future construction projects.…”

Section: Usability and Side Effects (Process Factor) F I G U R Ementioning

confidence: 99%

Immersive virtual reality in AECO/FM to enhance education: Systematic literature review and future directions

Tastan

Tong

2023

Comp Applic In Engineering

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Immersive virtual reality (IVR) is considered as an effective and efficient instructional tool for architecture, engineering, construction, operation, and facility management (AECO/FM) education. However, it is essential to systematically evaluate them to obtain consolidated evidence on the impact of IVR applications. Thus, the aim of this article is to present the state‐of‐the‐art on all AECO/FM use cases, including learning theories/models, all key factors, and experimental design, and to suggest future directions for IVR research. This review follows a systematic literature review methodology to analyze 79 papers between 2013 and 2022. The results show that learning theories/models are not sufficiently applied. There is consensus that IVR influences affective factors positively. It is necessary to consider task type, task complexity, virtual environment design, and ergonomics of IVR tools in terms of cognitive factors. Cognitive/affective factors associated with learning performance should be examined in depth to develop more effective learning methods. Future studies should design and conduct experimental procedures with more scientific rigor.

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“…The participants were invited via posts on social media groups and verbal invitations and they were volunteers. The initial total sample size was considered 40 according to the number of sample size in similar studies [31,35,36,38,68,69]. Due to the limitations of the research during COVID-19, the test was conducted with the 33 people (13 women and 20 men).…”

Section: Virtual Reality (Vr) Experimentsmentioning

confidence: 99%

Evaluation of Occupants’ Visual Perception in Day Lit Scenes: A Virtual Reality Experiment

Mirdamadi

Zomorodian

Tahsildoost

2023

Journal of Daylighting

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Daylight improves indoor environmental quality, the physical and mental health of occupants, and their efficiency. Research in the area of human-centric lighting that considers the visual and non-visual effects of light on human vision, have focused on examining human visual perception in response to a wide variety of lighting aspects. To investigate the effect of surface materials, window size, and shading patterns on participants’ evaluation of brightness, daylight distribution, contrast, and satisfaction with view, a virtual reality experiment is implemented in a university classroom. Moreover, responses are compared with metrics (i.e., RAMMG and illumines level) to evaluate their performance and robustness. Thirty-three subjects evaluated thirteen immersive virtual environments (IVEs) with different glazing visible light transmittance, reflectance coefficient of surfaces, window to wall ratio, number of windows, and shading geometry using a Likert-type scale survey. The results indicated that participants’ evaluation of brightness is influenced by reflection coefficient of the surfaces and WWR. While daylight distribution is affected by number of windows and shading geometry in addition to other studied parameters. Based on the subjects’ responses the contrast is only affected by reflection coefficient of the surfaces. Their satisfaction with amount of outside view is also influenced by WWR and number of windows. Moreover, based on statistical results defining a specific range of acceptable contrast based on the RAMMG metric is not suggested, and users' evaluation depends on the surface material in addition to the reflection coefficient of them. Furthermore, the level of lighting perceived by people is affected by materials and their color (beside the reflection coefficient of the surfaces), number of windows (even with similar WWR), and shading pattern (even with the same aperture ratio) as well as the glazing visible light transmittance.

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Virtual Environment for Design and Analysis (VEDA): Interactive and Immersive Energy Data Visualizations for Architectural Design

Cited by 10 publications

References 5 publications

Investigating immersive learning technology intervention in architecture education: a systematic literature review

Investigating immersive learning technology intervention in architecture education: a systematic literature review

Immersive virtual reality in AECO/FM to enhance education: Systematic literature review and future directions

Evaluation of Occupants’ Visual Perception in Day Lit Scenes: A Virtual Reality Experiment

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