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CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	caadria2004_k-1
id	caadria2004_k-1
authors	Kalay, Yehuda E.
year	2004
title	CONTEXTUALIZATION AND EMBODIMENT IN CYBERSPACE
source	CAADRIA 2004 [Proceedings of the 9th International Conference on Computer Aided Architectural Design Research in Asia / ISBN 89-7141-648-3] Seoul Korea 28-30 April 2004, pp. 5-14
doi	https://doi.org/10.52842/conf.caadria.2004.005
summary	The introduction of VRML (Virtual Reality Markup Language) in 1994, and other similar web-enabled dynamic modeling software (such as SGI’s Open Inventor and WebSpace), have created a rush to develop on-line 3D virtual environments, with purposes ranging from art, to entertainment, to shopping, to culture and education. Some developers took their cues from the science fiction literature of Gibson (1984), Stephenson (1992), and others. Many were web-extensions to single-player video games. But most were created as a direct extension to our new-found ability to digitally model 3D spaces and to endow them with interactive control and pseudo-inhabitation. Surprisingly, this technologically-driven stampede paid little attention to the core principles of place-making and presence, derived from architecture and cognitive science, respectively: two principles that could and should inform the essence of the virtual place experience and help steer its development. Why are the principles of place-making and presence important for the development of virtual environments? Why not simply be content with our ability to create realistically-looking 3D worlds that we can visit remotely? What could we possibly learn about making these worlds better, had we understood the essence of place and presence? To answer these questions we cannot look at place-making (both physical and virtual) from a 3D space-making point of view alone, because places are not an end unto themselves. Rather, places must be considered a locus of contextualization and embodiment that ground human activities and give them meaning. In doing so, places acquire a meaning of their own, which facilitates, improves, and enriches many aspects of our lives. They provide us with a means to interpret the activities of others and to direct our own actions. Such meaning is comprised of the social and cultural conceptions and behaviors imprinted on the environment by the presence and activities of its inhabitants, who in turn, ‘read’ by them through their own corporeal embodiment of the same environment. This transactional relationship between the physical aspects of an environment, its social/cultural context, and our own embodiment of it, combine to create what is known as a sense of place: the psychological, physical, social, and cultural framework that helps us interpret the world around us, and directs our own behavior in it. In turn, it is our own (as well as others’) presence in that environment that gives it meaning, and shapes its social/cultural character. By understanding the essence of place-ness in general, and in cyberspace in particular, we can create virtual places that can better support Internet-based activities, and make them equal to, in some cases even better than their physical counterparts. One of the activities that stands to benefit most from understanding the concept of cyber-places is learning—an interpersonal activity that requires the co-presence of others (a teacher and/or fellow learners), who can point out the difference between what matters and what does not, and produce an emotional involvement that helps students learn. Thus, while many administrators and educators rush to develop webbased remote learning sites, to leverage the economic advantages of one-tomany learning modalities, these sites deprive learners of the contextualization and embodiment inherent in brick-and-mortar learning institutions, and which are needed to support the activity of learning. Can these qualities be achieved in virtual learning environments? If so, how? These are some of the questions this talk will try to answer by presenting a virtual place-making methodology and its experimental implementation, intended to create a sense of place through contextualization and embodiment in virtual learning environments.
series	CAADRIA
type	normal paper
last changed	2022/06/07 07:52

_id	ddss9201
id	ddss9201
authors	Van Bakel, A.P.M.
year	1993
title	Personality assessment in regard to design strategies
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	This paper discusses some preliminary results of several knowledge-acquisition and documentation-structuring techniques that were used to assess the working styles of architects. The focus of this assessment was on their strategic design behaviour. Hettema's Interactive Personality Model (Hettema 1979, 1989) was used to explain and interpret these results. The methods used to acquire the necessary data are protocol analysis, card sorting and interviews. The results suggest that at least three parameters can be used to explain and differentiate the strategic design behaviour of architects. These parameters are S (site-oriented), B (brief-oriented) and C (concept-oriented). A priority hierarchy of these parameters reveals six major distinguishable working styles. These results are captured in a new design model that can be used in data bank implementations.
series	DDSS
last changed	2003/08/07 16:36

_id	cbed
authors	Yakubu, G.S.
year	1994
title	Maximising the Benefits of CAD Systems in Architectural Education
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 228
doi	https://doi.org/10.52842/conf.ecaade.1994.x.u8n
summary	The positive impact of Computer Aided Design (CAD) in professional architectural practice has been in focus in recent times but relatively little has been written on its significance in the education of the contemporary architect. It is common knowledge that the profession of architecture is currently undergoing enormous strains as it battles to keep abreast of trends and developments in a period of series of rapid advancement in science, technology and management (RIBA, 1992). Whilst attempts are being made to redress the shortcomings of the profession in the above context, the requirements for architectural education are yet to forge a coherent strategy for the implementation of CAD/IT in the curriculum of schools of architecture. In almost every other field, including engineering, medicine and the humanities, computing application to problem-solving and decision-making is seen as a way forward as we move into 21st century. Architectural education must integrate CAD/IT into the teaching of core modules that give the architect distinctive competence: studio design. That is one of the best ways of doing justice to the education of the architect of today and the future. Some approaches to the teaching of CAD in schools of architecture have been touched upon in the recent past. Building upon this background as well as an understanding of the nature of design teaching/learning, this paper examines ways of maximising the benefits of CAD systems in architectural education and of bringing computer aided designing into the studio not only to enhance design thinking and creativity but also to support interactive processes. In order to maximise or optimise any function, one approach is to use the hard systems methodology which utilises analytic, analogic and iconic models to show the effect of those factors which are significant for the purposes being considered. The other approach is to use the soft systems methodology in which the analysis encompasses the concept of a human activity system as a means of improving a situation. The use of soft systems methodology is considered more appropriate for dealing with the problem of design which is characterised by a flux of interacting events and ideas that unroll through time. The paper concludes that the main impediment to maximising the benefits of CAD systems in architectural education is not only the inappropriate definition of the objectives for the implementation of CAD education but also that the control subsystems are usually ill-structured and relatively poorly defined. Schools must attempt to define a coherent and consistent policy on the use of CAD systems as an integral part of studio design and evolve an in-house strategic and operational controls that enable the set objectives to be met. Furthermore, it is necessary to support the high level of productivity from CAD systems with a more efficient management system, especially in dealing with communication, data sharing via relational database, co-ordination and integration. Finally, the use of soft systems methodology is recommended as the way forward to optimising CAD systems in design education as it would provide continuous improvements while maintaining their productive value.
series	eCAADe
last changed	2022/06/07 07:50

_id	3ff5
authors	Abbo, I.A., La Scalea, L., Otero, E. and Castaneda, L.
year	1992
title	Full-Scale Simulations as Tool for Developing Spatial Design Ability
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part C, pp. 7-10
summary	Spatial Design Ability has been defined as the capability to anticipate effects (psychological impressions on potential observers or users) produced by mental manipulation of elements of architectural or urban spaces. This ability, of great importance in choosing the appropriate option during the design process, is not specifically developed in schools of architecture and is partially obtained as a by-product of drawing, designing or architectural criticism. We use our Laboratory as a tool to present spaces to people so that they can evaluate them. By means of a series of exercises, students confront their anticipations with the psychological impressions produced in other people. For this occasion, we present an experience in which students had to propose a space for an exhibition hag in which architectural projects (student thesis) were to be shown. Following the Spatial Design Ability Development Model which we have been using for several years, students first get acquainted with the use of evaluation instruments for psychological impressions as well as with research methodology. In this case, due to the short period available, we reduced research to investigate the effects produced by the manipulation of only 2 independents variables: students manipulated first the form of the roof, walls and interiors elements, secondly, color and texture of those elements. They evaluated spatial quality, character and the other psychological impressions that manipulations produced in people. They used three dimensional scale models 1/10 and 1/1.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
email
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

_id	acadia06_455
id	acadia06_455
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces interactive surface configurations
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 455-460
doi	https://doi.org/10.52842/conf.acadia.2006.455
summary	Eve’s Four Faces consists of a series of digitally animated and interactive surfaces. Their content and structure are derived from a collection of sources outside the conventional boundaries of architectural research, namely psychology and the broader spectrum of arts and culture.The investigation stems from a psychological study documenting the attributes and social relationships of four distinct personality prototypes: the Individuated, the Traditional, the Conflicted, and the Assured (York and John 1992). For the purposes of this investigation, all four prototypes are assumed to be inherent, to certain degrees, in each individual. However, the propensity towards one of the prototypes forms the basis for each individual’s “personality structure.” The attributes, social implications and prospects for habitation have been translated into animations and surfaces operating within A House for Eve’s Four Faces. The presentation illustrates the potential for constructed surfaces to be configured and transformed interactively, responding to the needs and qualities associated with each prototype. The intention is to study the effects of each configuration and how each configuration may be therapeutic in supporting, challenging or altering one’s personality as it oscillates and shifts through the four prototypical conditions.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	4129
authors	Fargas, Josep and Papazian, Pegor
year	1992
title	Metaphors in Design: An Experiment with a Frame, Two Lines and Two Rectangles
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 13-22
doi	https://doi.org/10.52842/conf.acadia.1992.013
summary	The research we will discuss below originated from an attempt to examine the capacity of designers to evaluate an artifact, and to study the feasibility of replicating a designer's moves intended to make an artifact more expressive of a given quality. We will present the results of an interactive computer experiment, first developed at the MIT Design Research Seminar, which is meant to capture the subject’s actions in a simple design task as a series of successive "moves"'. We will propose that designers use metaphors in their interaction with design artifacts and we will argue that the concept of metaphors can lead to a powerful theory of design activity. Finally, we will show how such a theory can drive the project of building a design system. When trying to understand how designers work, it is tempting to examine design products in order to come up with the principles or norms behind them. The problem with such an approach is that it may lead to a purely syntactical analysis of design artifacts, failing to capture the knowledge of the designer in an explicit way, and ignoring the interaction between the designer and the evolving design. We will present a theory about design activity based on the observation that knowledge is brought into play during a design task by a process of interpretation of the design document. By treating an evolving design in terms of the meanings and rules proper to a given way of seeing, a designer can reduce the complexity of a task by focusing on certain of its aspects, and can manipulate abstract elements in a meaningful way.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	7ce5
authors	Gal, Shahaf
year	1992
title	Computers and Design Activities: Their Mediating Role in Engineering Education
source	Sociomedia, ed. Edward Barret. MIT Press
summary	Sociomedia: With all the new words used to describe electronic communication (multimedia, hypertext, cyberspace, etc.), do we need another one? Edward Barrett thinks we do; hence, he coins the term "sociomedia." It is meant to displace a computing economy in which technicity is hypostasized over sociality. Sociomedia, a compilation of twenty-five articles on the theory, design and practice of educational multimedia and hypermedia, attempts to re-value the communicational face of computing. Value, of course, is "ultimately a social construct." As such, it has everything to do with knowledge, power, education and technology. The projects discussed in this book represent the leading edge of electronic knowledge production in academia (not to mention major funding) and are determining the future of educational media. For these reasons, Sociomedia warrants close inspection. Barrett's introduction sets the tone. For him, designing computer media involves hardwiring a mechanism for the social construction of knowledge (1). He links computing to a process of social and communicative interactivity for constructing and desseminating knowledge. Through a mechanistic mapping of the university as hypercontext (a huge network that includes classrooms as well as services and offices), Barrett models intellectual work in such a way as to avoid "limiting definitions of human nature or human development." Education, then, can remain "where it should be--in the human domain (public and private) of sharing ideas and information through the medium of language." By leaving education in a virtual realm (where we can continue to disagree about its meaning and execution), it remains viral, mutating and contaminating in an intellectually healthy way. He concludes that his mechanistic model, by means of its reductionist approach, preserves value (7). This "value" is the social construction of knowledge. While I support the social orientation of Barrett's argument, discussions of value are related to power. I am not referring to the traditional teacher-student power structure that is supposedly dismantled through cooperative and constructivist learning strategies. The power to be reckoned with in the educational arena is foundational, that which (pre)determines value and the circulation of knowledge. "Since each of you reading this paragraph has a different perspective on the meaning of 'education' or 'learning,' and on the processes involved in 'getting an education,' think of the hybris in trying to capture education in a programmable function, in a displayable object, in a 'teaching machine'" (7). Actually, we must think about that hybris because it is, precisely, what informs teaching machines. Moreover, the basic epistemological premises that give rise to such productions are too often assumed. In the case of instructional design, the episteme of cognitive sciences are often taken for granted. It is ironic that many of the "postmodernists" who support electronic hypertextuality seem to have missed Jacques Derrida's and Michel Foucault's "deconstructions" of the epistemology underpinning cognitive sciences (if not of epistemology itself). Perhaps it is the glitz of the technology that blinds some users (qua developers) to the belief systems operating beneath the surface. Barrett is not guilty of reactionary thinking or politics; he is, in fact, quite in line with much American deconstructive and postmodern thinking. The problem arises in that he leaves open the definitions of "education," "learning" and "getting an education." One cannot engage in the production of new knowledge without orienting its design, production and dissemination, and without negotiating with others' orientations, especially where largescale funding is involved. Notions of human nature and development are structural, even infrastructural, whatever the medium of the teaching machine. Although he addresses some dynamics of power, money and politics when he talks about the recession and its effects on the conference, they are readily visible dynamics of power (3-4). Where does the critical factor of value determination, of power, of who gets what and why, get mapped onto a mechanistic model of learning institutions? Perhaps a mapping of contributors' institutions, of the funding sources for the projects showcased and for participation in the conference, and of the disciplines receiving funding for these sorts of projects would help visualize the configurations of power operative in the rising field of educational multimedia. Questions of power and money notwithstanding, Barrett's introduction sets the social and textual thematics for the collection of essays. His stress on interactivity, on communal knowledge production, on the society of texts, and on media producers and users is carried foward through the other essays, two of which I will discuss. Section I of the book, "Perspectives...," highlights the foundations, uses and possible consequences of multimedia and hypertextuality. The second essay in this section, "Is There a Class in This Text?," plays on the robust exchange surrounding Stanley Fish's book, Is There a Text in This Class?, which presents an attack on authority in reading. The author, John Slatin, has introduced electronic hypertextuality and interaction into his courses. His article maps the transformations in "the content and nature of work, and the workplace itself"-- which, in this case, is not industry but an English poetry class (25). Slatin discovered an increase of productive and cooperative learning in his electronically- mediated classroom. For him, creating knowledge in the electronic classroom involves interaction between students, instructors and course materials through the medium of interactive written discourse. These interactions lead to a new and persistent understanding of the course materials and of the participants' relation to the materials and to one another. The work of the course is to build relationships that, in my view, constitute not only the meaning of individual poems, but poetry itself. The class carries out its work in the continual and usually interactive production of text (31). While I applaud his strategies which dismantle traditional hierarchical structures in academia, the evidence does not convince me that the students know enough to ask important questions or to form a self-directing, learning community. Stanley Fish has not relinquished professing, though he, too, espouses the indeterminancy of the sign. By the fourth week of his course, Slatin's input is, by his own reckoning, reduced to 4% (39). In the transcript of the "controversial" Week 6 exchange on Gertrude Stein--the most disliked poet they were discussing at the time (40)--we see the blind leading the blind. One student parodies Stein for three lines and sums up his input with "I like it." Another, finds Stein's poetry "almost completey [sic] lacking in emotion or any artistic merit" (emphasis added). On what grounds has this student become an arbiter of "artistic merit"? Another student, after admitting being "lost" during the Wallace Steven discussion, talks of having more "respect for Stevens' work than Stein's" and adds that Stein's poetry lacks "conceptual significance[, s]omething which people of varied opinion can intelligently discuss without feeling like total dimwits...." This student has progressed from admitted incomprehension of Stevens' work to imposing her (groundless) respect for his work over Stein's. Then, she exposes her real dislike for Stein's poetry: that she (the student) missed the "conceptual significance" and hence cannot, being a person "of varied opinion," intelligently discuss it "without feeling like [a] total dimwit." Slatin's comment is frightening: "...by this point in the semester students have come to feel increasingly free to challenge the instructor" (41). The students that I have cited are neither thinking critically nor are their preconceptions challenged by student-governed interaction. Thanks to the class format, one student feels self-righteous in her ignorance, and empowered to censure. I believe strongly in student empowerment in the classroom, but only once students have accrued enough knowledge to make informed judgments. Admittedly, Slatin's essay presents only partial data (there are six hundred pages of course transcripts!); still, I wonder how much valuable knowledge and metaknowledge was gained by the students. I also question the extent to which authority and professorial dictature were addressed in this course format. The power structures that make it possible for a college to require such a course, and the choice of texts and pedagogy, were not "on the table." The traditional professorial position may have been displaced, but what took its place?--the authority of consensus with its unidentifiable strong arm, and the faceless reign of software design? Despite Slatin's claim that the students learned about the learning process, there is no evidence (in the article) that the students considered where their attitudes came from, how consensus operates in the construction of knowledge, how power is established and what relationship they have to bureaucratic insitutions. How do we, as teaching professionals, negotiate a balance between an enlightened despotism in education and student-created knowledge? Slatin, and other authors in this book, bring this fundamental question to the fore. There is no definitive answer because the factors involved are ultimately social, and hence, always shifting and reconfiguring. Slatin ends his article with the caveat that computerization can bring about greater estrangement between students, faculty and administration through greater regimentation and control. Of course, it can also "distribute authority and power more widely" (50). Power or authority without a specific face, however, is not necessarily good or just. Shahaf Gal's "Computers and Design Activities: Their Mediating Role in Engineering Education" is found in the second half of the volume, and does not allow for a theory/praxis dichotomy. Gal recounts a brief history of engineering education up to the introduction of Growltiger (GT), a computer-assisted learning aid for design. He demonstrates GT's potential to impact the learning of engineering design by tracking its use by four students in a bridge-building contest. What his text demonstrates clearly is that computers are "inscribing and imaging devices" that add another viewpoint to an on-going dialogue between student, teacher, earlier coursework, and other teaching/learning tools. The less proficient students made a serious error by relying too heavily on the technology, or treating it as a "blueprint provider." They "interacted with GT in a way that trusted the data to represent reality. They did not see their interaction with GT as a negotiation between two knowledge systems" (495). Students who were more thoroughly informed in engineering discourses knew to use the technology as one voice among others--they knew enough not simply to accept the input of the computer as authoritative. The less-advanced students learned a valuable lesson from the competition itself: the fact that their designs were not able to hold up under pressure (literally) brought the fact of their insufficient knowledge crashing down on them (and their bridges). They also had, post factum, several other designs to study, especially the winning one. Although competition and comparison are not good pedagogical strategies for everyone (in this case the competitors had volunteered), at some point what we think we know has to be challenged within the society of discourses to which it belongs. Students need critique in order to learn to push their learning into auto-critique. This is what is lacking in Slatin's discussion and in the writings of other avatars of constructivist, collaborative and computer-mediated pedagogies. Obviously there are differences between instrumental types of knowledge acquisition and discoursive knowledge accumulation. Indeed, I do not promote the teaching of reading, thinking and writing as "skills" per se (then again, Gal's teaching of design is quite discursive, if not dialogic). Nevertheless, the "soft" sciences might benefit from "bridge-building" competitions or the re-institution of some forms of agonia. Not everything agonistic is inhuman agony--the joy of confronting or creating a sound argument supported by defensible evidence, for example. Students need to know that soundbites are not sound arguments despite predictions that electronic writing will be aphoristic rather than periodic. Just because writing and learning can be conceived of hypertextually does not mean that rigor goes the way of the dinosaur. Rigor and hypertextuality are not mutually incompatible. Nor is rigorous thinking and hard intellectual work unpleasurable, although American anti-intellectualism, especially in the mass media, would make it so. At a time when the spurious dogmatics of a Rush Limbaugh and Holocaust revisionist historians circulate "aphoristically" in cyberspace, and at a time when knowledge is becoming increasingly textualized, the role of critical thinking in education will ultimately determine the value(s) of socially constructed knowledge. This volume affords the reader an opportunity to reconsider knowledge, power, and new communications technologies with respect to social dynamics and power relationships.
series	other
last changed	2003/04/23 15:14

_id	ea96
authors	Hacfoort, Eek J. and Veldhuisen, Jan K.
year	1992
title	A Building Design and Evaluation System
source	New York: John Wiley & Sons, 1992. pp. 195-211 : ill. table. includes bibliography
summary	Within the field of architectural design there is a growing awareness of imbalance among the professionalism, the experience, and the creativity of the designers' response to the up-to-date requirements of all parties interested in the design process. The building design and evaluating system COSMOS makes it possible for various participants to work within their own domain, so that separated but coordinated work can be done. This system is meant to organize the initial stage of the design process, where user-defined functions, geometry, type of construction, and building materials are decided. It offers a tool to design a building to calculate a number of effects and for managing the information necessary to evaluate the design decisions. The system is provided with data and sets of parameters for describing the conditions, along with their properties, of the main building functions of a selection of well-known building types. The architectural design is conceptualized as being a hierarchy of spatial units, ranking from building blocks down to specific rooms or spaces. The concept of zoning is used as a means of calculating and directly evaluating the structure of the design without working out the details. A distinction is made between internal and external calculations and evaluations during the initial design process. During design on screen, an estimation can be recorded of building costs, energy costs, acoustics, lighting, construction, and utility. Furthermore, the design can be exported to a design application program, in this case AutoCAD, to make and show drawings in more detail. Through the medium of a database, external calculation and evaluation of building costs, life-cycle costs, energy costs, interior climate, acoustics, lighting, construction, and utility are possible in much more advanced application programs
keywords	evaluation, applications, integration, architecture, design, construction, building, energy, cost, lighting, acoustics, performance
series	CADline
last changed	2003/06/02 13:58

_id	ddss9218
id	ddss9218
authors	Hensen, J.L.M.
year	1993
title	Design support via simulation of building and plant thermal interaction
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	Design decision support related to building energy consumption and/or indoor climate should be based on an integral approach to the environment, the building, heating, ventilating and air-conditioning (HVAC) system, and the occupants. The tools to achieve this are now available in the form of computer simulation systems which treat the building and plant as an integrated dynamic system. Although its potentials reach beyond the area of Computer Aided Building Design, the paper describes building and plant energy simulation within the context of CABD, design decision support and design evaluation. Currently, computer simulation is only used indirectly as a design decision support mechanism; that is, its power is not delivered very efficiently to the design profession. This paper suggests some future research directions. These are aimed at providing a mechanism to overcome this problem by developing an intelligent front end' which bridges the gap between sophisticated computer simulation tools and the design profession.
series	DDSS
last changed	2003/08/07 16:36

_id	15f6
authors	Holyer, Andy
year	1992
title	Top-Down Object-Based User Interface Definition and Design Paradigms
source	East-West International Conference on Human-Computer Interaction: Proceedings of the EWHCI'92 1992 pp. 421-428
summary	Currently, the main emphasis in User Interface design tools is on the low-level manipulation of Interaction Components, such as widgets. This paper proposes a design architecture which approaches User Interface development in a top-down manner, to avoid particular shortcomings in current design methodologies.
series	other
last changed	2002/07/07 16:01

_id	ascaad2006_paper18
id	ascaad2006_paper18
authors	Huang, Chie-Chieh
year	2006
title	An Approach to 3D Conceptual Modelling
source	Computing in Architecture / Re-Thinking the Discourse: The Second International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2006), 25-27 April 2006, Sharjah, United Arab Emirates
summary	This article presents a 3D user interface required by the development of conceptual modeling. This 3D user interface provides a new structure for solving the problems of difficult interface operations and complicated commands due to the application of CAD 2D interface for controlling 3D environment. The 3D user interface integrates the controlling actions of “seeing – moving –seeing” while designers are operating CAD (Schön and Wiggins, 1992). Simple gestures are used to control the operations instead. The interface also provides a spatial positioning method which helps designers to eliminate the commands of converting a coordinate axis. The study aims to discuss the provision of more intuitively interactive control through CAD so as to fulfil the needs of designers. In our practices and experiments, a pair of LED gloves equipped with two CCD cameras for capturing is used to sense the motions of hands and positions in 3D. In addition, circuit design is applied to convert the motions of hands including selecting, browsing, zoom in / zoom out and rotating to LED switches in different colours so as to identify images.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	ab4d
authors	Huang, Tao-Kuang, Degelman, Larry O., and Larsen, Terry R.
year	1992
title	A Visualization Model for Computerized Energy Evaluation During the Conceptual Design Stage (ENERGRAPH)
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 195-206
doi	https://doi.org/10.52842/conf.acadia.1992.195
summary	Energy performance is a crucial step toward responsible design. Currently there are many tools that can be applied to reach this goal with reasonable accuracy. Often times, however, major flaws are not discovered until the final stage of design when it is too late to change. Not only are existing simulation models complicated to apply at the conceptual design stage, but energy principles and their applications are also abstract and hard to visualize. Because of the lack of suitable tools to visualize energy analysis output, energy conservation concepts fail to be integrated into the building design. For these reasons, designers tend not to apply energy conservation concepts at the early design stage. However, since computer graphics is a new phase of visual communication in design process, the above problems might be solved properly through a computerized graphical interface in the conceptual design stage. The research described in this paper is the result of exploring the concept of using computer graphics to support energy efficient building designs. It focuses on the visualization of building energy through a highly interactive graphical interface in the early design stage.
series	ACADIA
email
last changed	2022/06/07 07:50

_id	caadria2014_071
id	caadria2014_071
authors	Li, Lezhi; Renyuan Hu, Meng Yao, Guangwei Huang and Ziyu Tong
year	2014
title	Sculpting the Space: A Circulation Based Approach to Generative Design in a Multi-Agent System
source	Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, pp. 565–574
doi	https://doi.org/10.52842/conf.caadria.2014.565
summary	This paper discusses an MAS (multiagent system) based approach to generating architectural spaces that afford better modes of human movement. To achieve this, a pedestrian simulation is carried out to record the data with regard to human spatial experience during the walking process. Unlike common practices of performance oriented generation where final results are achieved through cycles of simulation and comparison, what we propose here is to let human’s movement exert direct influence on space. We made this possible by asking "humans" to project simulation data on architectural surroundings, and thus cause the layout to change for the purpose of affording what we designate as good spatial experiences. A generation experiment of an exhibition space is implemented to explore this approach, in which tentative rules of such spatial manipulation are proposed and tested through space syntax analyse. As the results suggested, by looking at spatial layouts through a lens of human behaviour, this projection-and-generation method provides some insight into space qualities that other methods could not have offered.
keywords	Performance oriented generative design; projection; multi-agent system; pedestrian simulation; space syntax
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	8cf3
authors	Müller, Volker
year	1992
title	Reint-Ops: A Tool Supporting Conceptual Design
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 221-232
doi	https://doi.org/10.52842/conf.acadia.1992.221
summary	Reasoning is influenced by our perception of the environment. New aspects of our environment help to provoke new thoughts. Thus, changes of what is perceived can be assumed to stimulate the generation of new ideas, as well. In CAD, computerized three-dimensional models of physical entities are produced. Their representation on the monitor is determined by our viewing position and by the rendering method used. Especially the wire-frame representations of views lend themselves to a variety of readings, due to coincident and intersecting lines. Methods by which wire-frame views can be processed to extract the shapes that they contain have been investigated and developed. The extracted shapes can be used as a base for the generation of derived entities through various operations that are called Reinterpretation Operations. They have been implemented as a prototypical extension (named Reint-Ops) to an existing modeling shell. ReintOps is a highly interactive exploratory CAD tool, which allows the user to customize criteria and factors which are used in the reinterpretation process. This tool can be regarded as having a potential to support conceptual design investigations.
keywords	CAD, Three-dimensional Model, Wireframe Representation, Shape Extraction, Generation of Derived Entities, Reinterpretation, Conceptual Design
series	ACADIA
email
last changed	2022/06/07 07:59

_id	cb5a
authors	Oxman, Rivka E.
year	1992
title	Multiple Operative and Interactive Modes in Knowledge-Based Design Systems
source	New York: John Wiley & Sons, 1992. pp. 125-143 : ill. includes bibliography
summary	A conceptual basis for the development of an expert system which is capable of integrating various modes of generation and evaluation in design is presented. This approach is based upon two sets of reasoning processes in the design system. The first enables a mapping between design requirements and solution descriptions in a generative mode of design; and the second enables a mapping between solution descriptions and performance evaluation in an evaluative and predictive mode. This concept supports a formal framework necessary for a knowledge-based design system to operate in a design partnership relation with the designer. Another fundamental concept in expert systems for design, dual direction interpretation between graphic and textual modes, is presented and elaborated. This encoding of knowledge behind the geometrical representation can be achieved in knowledge- based design systems by the development of a 'semantic interpreter' which supports a dual direction mapping process employing a geometrical knowledge, typological knowledge and evaluative knowledge. An implemented expert system for design, PREDIKT, demonstrates these concepts in the domain of kitchen design. It provides the user with a choice of alternative modes of interaction, such as: a 'design critic' for the evaluation of a design, a 'design generator' for the generation of a design, or a 'design critic-generator' for the completion of partial solutions
keywords	architecture, knowledge base, design, systems, expert systems
series	CADline
email
last changed	2003/06/02 10:24

_id	975e
authors	Pearce, M. and Goel, A. (et al.)
year	1992
title	Case-Based Design support: A case study in architectural design
source	IEEE Expert 7(5): 14-20
summary	Archie, a small computer-based library of architectural design cases, is described. Archie helps architects in the high-level task of conceptual design as opposed to low-level tasks such as drawing and drafting, numerical calculations, and constraint propagation. Archie goes beyond supporting architects in design proposal and critiquing. It acts as a shared external memory that supports two kinds of design collaboration. First, by including enough knowledge about the goals, plans, outcomes, and lessons of past cases, it lets the designer access the work of previous architects. Second, by providing access to the perspectives of domain experts via the domain models, Archie helps architects anticipate and accommodate experts' views on evolving designs. The lessons learned about building large case-based systems to support real-world decision making in developing Archie are discussed.
series	journal paper
last changed	2003/04/23 15:14

_id	bdbb
authors	Pugh, D.
year	1992
title	Designing solid objects using interactive sketch interpretation
source	Computer Graphics (1992 Symposium on Interactive 3D Graphics), 25(2):117-126, Mar. 1992
summary	Before the introduction of Computer Aided Design and solid modeling systems, designers had developed a set of techniques for designing solid objects by sketching their ideas on pencil and paper and refining them into workable designs. Unfortunately, these techniques are different from those for designing objects using a solid modeler. Not only does this waste avast reserve of talent and experience (people typically start drawing from the moment they can hold a crayon), but it also has a more fundamental problem: designers can use their intuition more effectively when sketching than they can when using a solid modeler. Viking is a solid modeling system whose user-interface is based on interactive sketch interpretation. Interactive sketch interpretation lets the designer create a line-drawing of a de- sired object while Viking generates a three-dimensional ob- ject description. This description is consistent with both the designer's line-drawing, and a set of geometric constraints either derived from the line-drawing or placed by the de- signer. Viking's object descriptions are fully compatible with the object descriptions used by traditional solid modelers. As a result, interactive sketch interpretation can be used with traditional solid modeling techniques, combining the advan- tages of both sketching and solid modeling.
series	journal paper
last changed	2003/04/23 15:50

_id	eaff
authors	Shaviv, Edna and Kalay, Yehuda E.
year	1992
title	Combined Procedural and Heuristic Method to Energy Conscious Building Design and Evaluation
source	New York: John Wiley & Sons, 1992. pp. 305-325 : ill. includes bibliography
summary	This paper describes a methodology that combines both procedural and heuristic methods by means of integrating a simulation model with a knowledge based system (KBS) for supporting all phases of energy conscious design and evaluation. The methodology is based on partitioning the design process into discrete phases and identifying the informational characteristics of each phase, as far as energy conscious design is concerned. These informational characteristics are expressed in the form of design variables (parameters) and the relationships between them. The expected energy performance of a design alternative is evaluated by a combination of heuristic and procedural methods, and the context-sensitive application of default values, when necessary. By virtue of combining knowledge based evaluations with procedural ones, this methodology allows for testing the applicability of heuristic rules in non-standard cases,Ô h)000*°° ÔŒ thereby improving the predictable powers of the evaluation
keywords	design process, evaluation, energy, analysis, synthesis, integration, architecture, knowledge base, heuristics, simulation
series	CADline
email
last changed	2003/06/02 10:24

_id	avocaad_2001_20
id	avocaad_2001_20
authors	Shen-Kai Tang
year	2001
title	Toward a procedure of computer simulation in the restoration of historical architecture
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	In the field of architectural design, “visualization¨ generally refers to some media, communicating and representing the idea of designers, such as ordinary drafts, maps, perspectives, photos and physical models, etc. (Rahman, 1992; Susan, 2000). The main reason why we adopt visualization is that it enables us to understand clearly and to control complicated procedures (Gombrich, 1990). Secondly, the way we get design knowledge is more from the published visualized images and less from personal experiences (Evans, 1989). Thus the importance of the representation of visualization is manifested.Due to the developments of computer technology in recent years, various computer aided design system are invented and used in a great amount, such as image processing, computer graphic, computer modeling/rendering, animation, multimedia, virtual reality and collaboration, etc. (Lawson, 1995; Liu, 1996). The conventional media are greatly replaced by computer media, and the visualization is further brought into the computerized stage. The procedure of visual impact analysis and assessment (VIAA), addressed by Rahman (1992), is renewed and amended for the intervention of computer (Liu, 2000). Based on the procedures above, a great amount of applied researches are proceeded. Therefore it is evident that the computer visualization is helpful to the discussion and evaluation during the design process (Hall, 1988, 1990, 1992, 1995, 1996, 1997, 1998; Liu, 1997; Sasada, 1986, 1988, 1990, 1993, 1997, 1998). In addition to the process of architectural design, the computer visualization is also applied to the subject of construction, which is repeatedly amended and corrected by the images of computer simulation (Liu, 2000). Potier (2000) probes into the contextual research and restoration of historical architecture by the technology of computer simulation before the practical restoration is constructed. In this way he established a communicative mode among archeologists, architects via computer media.In the research of restoration and preservation of historical architecture in Taiwan, many scholars have been devoted into the studies of historical contextual criticism (Shi, 1988, 1990, 1991, 1992, 1995; Fu, 1995, 1997; Chiu, 2000). Clues that accompany the historical contextual criticism (such as oral information, writings, photographs, pictures, etc.) help to explore the construction and the procedure of restoration (Hung, 1995), and serve as an aid to the studies of the usage and durability of the materials in the restoration of historical architecture (Dasser, 1990; Wang, 1998). Many clues are lost, because historical architecture is often age-old (Hung, 1995). Under the circumstance, restoration of historical architecture can only be proceeded by restricted pictures, written data and oral information (Shi, 1989). Therefore, computer simulation is employed by scholars to simulate the condition of historical architecture with restricted information after restoration (Potier, 2000). Yet this is only the early stage of computer-aid restoration. The focus of the paper aims at exploring that whether visual simulation of computer can help to investigate the practice of restoration and the estimation and evaluation after restoration.By exploring the restoration of historical architecture (taking the Gigi Train Station destroyed by the earthquake in last September as the operating example), this study aims to establish a complete work on computer visualization, including the concept of restoration, the practice of restoration, and the estimation and evaluation of restoration.This research is to simulate the process of restoration by computer simulation based on visualized media (restricted pictures, restricted written data and restricted oral information) and the specialized experience of historical architects (Potier, 2000). During the process of practicing, communicates with craftsmen repeatedly with some simulated alternatives, and makes the result as the foundation of evaluating and adjusting the simulating process and outcome. In this way we address a suitable and complete process of computer visualization for historical architecture.The significance of this paper is that we are able to control every detail more exactly, and then prevent possible problems during the process of restoration of historical architecture.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	ddss9216
id	ddss9216
authors	Winteraeken-Bruls, P.W.M.
year	1993
title	ROP: An interactive spatial optimization and grouping computer application
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	As a part of a research project at Eindhoven University of Technology, the computer application ROP for space-planning problems was tested in practice. The use of the application in a real-world project was evaluated. The decision-making process for the development of alternatives for a courthouse was observed to see how the computer application could support decision-making. The aim of this paper is to describe the performance of ROP in a real-world setting. ROP appears to be a useful instrument in decision-making for space-planning problems. Especially in the early stages of the design process, it enhances insight among all participants in a project team. It can also be used in situations where little information is available. To conclude, ROP appears to enhance communi-cation between members of a design team.
series	DDSS
last changed	2003/08/07 16:36

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