Integrating augmented reality technologies into architectural education: application to the course of landscape design at Port Said University

Hussein, Heba Adel Ahmed

doi:10.1108/sasbe-08-2021-0132

Cited by 11 publications

(5 citation statements)

References 26 publications

(47 reference statements)

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“…According to TAM-UX and the learning effectiveness survey results, this game-based VR method was effective in cognising dougong. It can create an interactive learning experience to increase student engagement, the same as using augmented reality (AR) technology (Hussein, 2022). The difference is that the immersive feature of VR can enhance students' 3D imagination and facilitate the mental construction of three-dimensional at the same time.…”

Section: Discussionmentioning

confidence: 99%

Integrating Virtual Reality and interactive game for learning structures in architecture: the case of ancient Chinese dougong cognition

Pei

Guo

2022

OHI

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PurposeAncient Chinese architecture is famous for its wooden frame structure and unique position in world architecture history. As numerous types of components and complex combinations exist, the overall structural system and how they are interlocked have always been crucial but challenging parts of the study. Students find it hard to understand and remember the concepts using traditional 2D paper media, making such knowledge unattractive to pass on to the new generation. To overcome the challenges, this research aims to examine the effect of combining Virtual Reality (VR) with digital interaction games in learning structural characteristics (dougong) of ancient Chinese architecture.Design/methodology/approachThis research develops an interactive cognitive system in the VR environment based on constructivist theory to improve the learning approach of ancient Chinese architecture. Applying an experimental procedure, the feedback of an experimental group using the VR cognition system and a control group using traditional learning 2D media are collected to examine the differences in learning effectiveness and user experience.FindingsThis study develops an interactive cognitive system to aid in learning the structural system of ancient Chinese architecture. The results indicate that integrating VR and interactive learning games can increase students' positive attitudes and learning effectiveness towards ancient Chinese architecture.Originality/valueThis study integrates VR technology and interactive games to improve the learning approach. It examines the effect of applying the concept of human–computer interaction in learning ancient Chinese buildings. The concept of designing the interactive cognitive system is expected to guide students gradually to be the main body of learning and stimulate their learning enthusiasm and motivation.

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Section: Discussionmentioning

confidence: 99%

Integrating Virtual Reality and interactive game for learning structures in architecture: the case of ancient Chinese dougong cognition

Pei

Guo

2022

OHI

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“…In [102], the authors examined the benefits and potential applications of integrating AR technology into landscape design education to create a more rewarding educational environment. This provides an interesting learning atmosphere and develops students' knowledge of the landscape design process.…”

Section: From a Student's Experience Point Of Viewmentioning

confidence: 99%

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

Bermejo,

Juiz,

Cortes

et al. 2023

Informatics

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During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the effectiveness of the application of these technologies in the field of university higher education. In the present paper, this aim is achieved by performing a systematic literature review from 2012 to 2022. A total of 129 papers were analyzed. Studies in our review concluded that the application of AR/VR improves learning immersion, especially in hospitality, medicine, and science studies. However, there are also negative effects of using these technologies, such as visual exhaustion and mental fatigue.

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“…A study by Heba Adel Ahmed Hussein from the Faculty of Engineering, University of Port Said, Egypt explored the benefits and potential applications of integrating augmented reality (AR) technology into landscape design education to create a more beneficial educational environment, provide a fun learning atmosphere and deepen students' understanding of the landscape design process. The study found that the integration of AR with traditional teaching methods was useful and positively impacted the landscape architecture conservation course [24]. Zhe Li from the School of Architecture, Southeast University of China, discussed the application of computer virtual reality technology in landscape teaching in order to improve the digital level of landscape design.…”

Section: Landscape Architecture Conservation Coursementioning

confidence: 99%

Effects of Multisensory Integration through Spherical Video-Based Immersive Virtual Reality on Students’ Learning Performances in a Landscape Architecture Conservation Course

Zhao

et al. 2022

Sustainability

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Many courses are transitioning from offline to online instruction in the wake of the COVID-19 pandemic. Landscape architecture conservation courses face problems such as reduced interest in learning, poor learning attitudes and low learning efficiency among students. At the same time, due to the nature of landscape architecture conservation courses, students need more experience to learn well, and many landscape architecture courses do not meet this requirement. Online education also lacks the necessary education scenarios and is not very immersive, making it difficult to meet students’ learning needs. Continued advances in technology have provided new ways for people to connect with nature, increasing awareness and adoption of sustainable landscape architecture practices. To solve the above problems, this study uses multisensory spherical video-based immersive virtual reality technology to develop a VR learning system for landscape architecture conservation courses based on the senses of sight, sound and smell. This system is simple to operate, but interactive and immersive. A quasi-experimental study was also conducted to test the effectiveness of the system. Analyzing the results of the study, students in the experimental group outperformed students in the control group in terms of learning achievements, learning model satisfaction, technology acceptance, flow experience and learning attitudes, which suggests that the use of multisensory spherical video-based immersive virtual reality technology in a landscape architecture conservation course is effective in improving students’ learning performances, and that the study can provide input for the development of other courses.

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Integrating augmented reality technologies into architectural education: application to the course of landscape design at Port Said University

Cited by 11 publications

References 26 publications

Integrating Virtual Reality and interactive game for learning structures in architecture: the case of ancient Chinese dougong cognition

Integrating Virtual Reality and interactive game for learning structures in architecture: the case of ancient Chinese dougong cognition

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

Effects of Multisensory Integration through Spherical Video-Based Immersive Virtual Reality on Students’ Learning Performances in a Landscape Architecture Conservation Course

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