Design Evaluation in Architecture Education with an Affordance-Based Approach Utilizing Non-Virtual Reality and Virtual Reality Media

Agirachman, Fauzan Alfi; Shinozaki, Michihiko

doi:10.1080/24751448.2021.1967059

Cited by 4 publications

(7 citation statements)

References 9 publications

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“…Six papers in urbanism [31,60,85,[105][106][107] and two papers in interior design [65,71] used IVR for design review. Moreover, in design studios, seven papers for design review [2,4,15,26,30,53,119], four papers for 2D drawing/3D modeling [39][40][41]117], and three papers for stakeholder engagement [48,62,118] analyzed IVR. These papers demonstrate that there is an effort in design studios to use IVR as a design and construction support tool.…”

Section: Resultsmentioning

confidence: 99%

“…This number was followed by 1-15 participants (28 studies). Although references [4,10,47,53,61,109,110,114,132] required 31-50 participants in each group, references [18,31,50,60,71,111] required 51-100 participants. Three bubble charts at the right part of Figure 10 enable us to look deeper into the relationship between study types, data collection methods, number of participants in each group and evaluation methods.…”

Section: (Output Factor)mentioning

confidence: 99%

“…Moreover, the use of PC-connected HMDs in current studies is remarkably high. There are only five papers that used standalone HMDs [1,4,51,69,71]. This may be due to the very recent release of standalone HMDs.…”

Section: Practical Implicationsmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: (Output Factor)mentioning

confidence: 99%

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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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“…The spatial perception in VR, gathered via estimating distances or proportions, depends on the presence of visual cues such as windows, doors, furniture or decorations (Loyola, 2018). Due to insufficient contextual information compared to 2D plans and sections, VR does not adequately support the recognition of spatial functionalities such as the spatial relationship or circulation flow from one space to another (Agirachman et al, 2021).…”

Section: Experiencing Simulated Realitiesmentioning

confidence: 99%

“…It is thus still unclear as to how simulated realities can actually inform lay people to make meaningful design decisions. Inspired by empirical findings that space is perceived differently depending on the simulated reality, such as 2D drawings, AR, VR or physical environment (Hermund et al, 2018, Agirachman et al, 2021, we hypothesise that simulated reality could be deployed more purposefully, particularly for empowering lay people to take part in a design process.…”

Section: Introductionmentioning

confidence: 99%

How Lay People Design Interior Architecture Layouts in Virtual, Augmented, Drawn and Physical Reality

Nguyen¹,

Demolder²,

Moere³

2022

Proceedings of the 40th International Conference on Education and Research in Computer Aided Architectural Design in Europe (eC

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Simulated reality, such as virtual reality (VR) and augmented reality (AR), is particularly helpful for lay people such as clients or prospective occupants, as it allows them to firsthand experience an unbuilt architectural space to provide design input without the requirement of spatial expertise. However, as the experience of space depends on the holistic interplay of a wide variety of atmospheric aspects that cannot be easily simulated, it is still unclear how simulated reality influences lay people when making design decisions. Our study therefore captured how eight lay people designed the interior layout of the same room within five different simulated realities, including drawing reality, tabletop AR, mobile AR, VR and physical reality. By comparing the design process of two design tasks, we assert how each reality promoted or inhibited particular spatial qualities. Consequently, we propose that the realism of a reality influenced how people make design decisions based on atmospheric or functional considerations, the co-location of a reality provokes design decisions that neglect or include contextual factors, the accuracy of distance estimation in a reality depends on the availability of bodily references and the viewing frustum, the ability of a reality to compare design solutions instantaneously trumps the ability to interact with it more intuitively, and each reality comes with particular implementation costs against which the benefits should be estimated and offset. Our study thus provides actionable insights to choose the most appropriate simulated reality depending on the design goals, helps simulated reality developers to consider additional interactive features, and empowers lay people in taking an active part in architectural design.

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Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success

Mosier

Adhikari

Langar

2023

ARCH

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PurposeThose who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.Design/methodology/approachAn online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.FindingsEducator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.Practical implicationsIt is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.Originality/valueU.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.

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Design Evaluation in Architecture Education with an Affordance-Based Approach Utilizing Non-Virtual Reality and Virtual Reality Media

Cited by 4 publications

References 9 publications

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

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

How Lay People Design Interior Architecture Layouts in Virtual, Augmented, Drawn and Physical Reality

Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success

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