What is Happening to Virtual and Augmented Reality Applied to Architecture?

Freitas, Márcia Regina de; Ruschel, Regina Coeli

doi:10.52842/conf.caadria.2013.407

Cited by 20 publications

(7 citation statements)

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“…De maneira geral, AR é classificada por alguns autores como "Realidade Mista" e por outros como "Realidade Imersiva". Essas classificações compartilham uma definição comum, que é realçar o entendimento do ambiente físico através de interfaces digitais (Bekele;Champion, 2019), o que as tornam ferramentas potenciais ao ensino e prática de arquitetura, visto que promovem uma experiência de imersão e interatividade entre o espaço físico e o virtual, que não são possíveis através das formas tradicionais de representação (Burdea;Coiffet, 2003 apud Freitas;Ruschel, 2013). Em relação à AR, essa imersão é atingida através da sobreposição de um conteúdo digital sobre a visão do mundo físico, mesmo que o foco da experiência seja mantido mais na realidade do que na virtualidade (Bekele;Champion, 2019).…”

Section: Interação Entre a Informação E O Usuário: A Realidade Aumentadaunclassified

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Realidade Aumentada E Estratégias Adotadas No Ensino De Projeto Bioclimático Em Arquitetura

Pimenta,

Albrecht,

Carlo

et al. 2024

Rev. Expr. Catól.

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O presente ensaio aborda a experiência e os conceitos de Realidade Aumentada e Realidade Virtual para refletir sobre o projeto bioclimático como tema e conteúdo a ser explorado na docência em arquitetura. Problematiza o ensino de projeto bioclimático a partir da expectativa da adoção da Realidade Aumentada como recurso didático para o ensino superior na área, o que foi feito com vistas às estratégias adotadas por meio da experiência do estágio de docência junto à disciplina ARQ 326 – Conforto Térmico, ministrada para estudantes do terceiro período do curso de graduação em Arquitetura e Urbanismo da Universidade Federal de Viçosa (UFV). Ao abordar o tema da Bioclimatologia e do projeto baseado em desempenho, a disciplina representa o primeiro contato dos estudantes com esses temas, alguns dos quais, na percepção estagiário de docência, foram mais bem aproveitados a partir da adoção das ferramentas digitais se comparadas aos recursos analógicos em sala de aula. Além disso, o estágio de docência apresentado aqui, proporcionou a reflexão sobre a transposição didática dos conteúdos pautados no intuito de vislumbrar recursos para a mediação dos temas a serem explorados em AR pelo pesquisador junto aos graduandos.

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Section: Interação Entre a Informação E O Usuário: A Realidade Aumentadaunclassified

“…O fato de AR e VR estarem intrinsecamente ligados à tecnologia -software, hardware e comunicação - (Freitas;Ruschel, 2013) tornou obsoletos alguns aspectos desses termos com o passar do tempo, o que motivou uma atualização das definições por Bekele e Champion (2019).…”

Section: Interação Entre a Informação E O Usuário: A Realidade Aumentadaunclassified

Realidade Aumentada E Estratégias Adotadas No Ensino De Projeto Bioclimático Em Arquitetura

Pimenta,

Albrecht,

Carlo

et al. 2024

Rev. Expr. Catól.

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“…The concept of mixed reality, which includes both virtual reality (VR) and augmented vitality (AV) was first coined by Milgram and Kishino (1994). VR is a commonly known technology that can add the dimensions of immersion and interactivity to three-dimensional, computer-generated models, offering an experience that does not exist in the conventional form of representation (Burdea and Coiffet 1994, Stouffs et al 2013). VR offers the possibility to experience sensations and movement in a simulated environment of the proposed design solutions.…”

Section: Virtual Reality and Eeg Usage In Design And Research Of The ...mentioning

confidence: 99%

Emerging Methodology to Inform Design Evaluation: Mind the Perception

Simon¹,

Hu²

2020

Open

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The predominant tools for evaluation of built environment features have been user response surveys and expert panel scoring, applied to actual environments or to visual representations of urban environments in drawing or model form (Nasar 1994, Ewing and Handy 2009, Adkins et al 2012). Here we propose to test the validity of combining electro¬encephalography (EEG) and virtual reality (VR) to overcome the problem of confounding variables in real environments or their representations and to elicit actual user responses in real time. This research combines a neuroscientific technology with an emerging design technology to record electrophysiological brain activity of participants in a well-controlled three-dimensional virtual audiovisual environment. Experimental subjects are immersed in three different virtual urban settings while wearing EEG equipment. A device called Emotive EPOC Insight, a low-cost mobile EEG recorder, will be employed to monitor the brain activities. The aim of this research project is to develop and test a methodology using data-driven approach, rather than user-reported, responses for evaluation of built environment design features.

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“…38 Conversely, many believe that while research has demonstrated the possible benefits VR might have when applied to the design process, this technology has yet to be fully incorporated into architecture design education. 39 While the technology has been around in various forms for decades, architecture professors are still not using VR to its potential. 40 Since its inception decades ago, Mikropoulos maintains that VR has matured into a technology which is now appropriate for pedagogical use.…”

Section: Vr In Architecturementioning

confidence: 99%

Evaluating the Impact of Immersive Technology on Spatial Ability Development in Beginning Architecture Students

Mainzer¹

2020

Open

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This study investigates the pedagogical impact virtual reality (VR) has on design education for beginning architecture students by examining how VR affects spatial visualization skills (SVS) development. In order to examine the effects of VR, a pilot study was conducted in the Spring of 2018 to evaluate the training, experimental method, and testing procedures and instruments that could be used in a future study. We com¬pared the SVS performance of eight 1st year architectures students who used VR to completed mental-rotation exercises with four 1st year architectures students who completed the same exercises sketching on paper. The results indicated a correlation between intervention training and improvement from pretest to posttest, suggesting a change in mental rotation abilities. Participants using VR completed the exercises more successfully than the group sketching on paper. However, the paper-sketching group showed greater improvement in the pretest/posttest scores indicating spatial ability training, problem solving, and cognitive benefits experienced in an immersive environment might not translate to real-world situations. The goal of the exploratory study was to better understand the impact that VR might have on architecture design education through an evaluation of its direct effect on spatial visualization skills in beginning architecture students. The results of the study emphasize the need for adequate sample sizes and while the study did not yield statistically significant results, it does offer a suitable framework for future research to build on.

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What is Happening to Virtual and Augmented Reality Applied to Architecture?

Cited by 20 publications

References 0 publications

Realidade Aumentada E Estratégias Adotadas No Ensino De Projeto Bioclimático Em Arquitetura

Realidade Aumentada E Estratégias Adotadas No Ensino De Projeto Bioclimático Em Arquitetura

Emerging Methodology to Inform Design Evaluation: Mind the Perception

Evaluating the Impact of Immersive Technology on Spatial Ability Development in Beginning Architecture Students

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