Cumincad : CUMINCAD Papers : Search Results

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	ascaad2007_002
id	ascaad2007_002
authors	Abdellatif, R. and C. Calderon
year	2007
title	SecondLife: A Computer-Mediated Tool for Distance-Learning in Architecture Education?
source	Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 17-34
summary	Despite the importance of distance learning for its ability to reach a wide audience, easiness to access materials, and its lower cost compared to traditional learning, architecture education has not been well served by distance education. This is because it has a higher level of learning objectives, it is taught by coaching methodologies, and involves nonverbal forms of communication. One of the most common learning methods used in the design studio is the Criticism/Critique, which is a graphic and oral type of communication between the tutor and the students. In this investigation, Second Life, a massive multi-user online virtual environment that offers three-dimensional spatial capabilities via Avatars impersonation, is used as a computer-mediated tool for text and graphic-based communication in a distance learning situation. The study describes a demonstration experiment where students had to communicate with their tutor, display and describe their projects at a distance, in a purposely designed criticism space in SecondLife. The main objective of this paper is to observe and document the effects and the use of SecondLife virtual environment as an online 3D graphical-based tool of computer-mediated communication in distance learning in architecture education. The study also answers some questions: How well did the students use the tools of the medium provide? Was there a sense of personal communication and realism gained through using Avatars in the virtual environment? Did SecondLife provide a successful means of communication for a graphic-based context? And what are the students’ opinions about the learning environment? Using multiple methods of data collection, mainly based on an electronic observation of the experiment, questioning the participants before and after the experiment, and the analysis of the chat transcripts, the study presents descriptive results of the experiment, and discusses its main features. Proposals for modifications are made for future replications.
series	ASCAAD
email
last changed	2008/01/21 22:00

_id	ascaad2007_035
id	ascaad2007_035
authors	Al-Ali, A.I.
year	2007
title	Readiness for the Use of Technology for effective learning via the vds: Case of the United Arab Emirates
source	Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 439-456
summary	Review of the literature indicated that today’s knowledge-driven economy demands a workforce equipped with complex skills and attitudes such as problem solving, meta-cognitive skills, critical thinking and lifelong learning. Such skills can be acquired if learning and teaching are guided by the constructivist and cognitive learning theories. In particular, the constructivist approach emphasises effective learning processes based on learning by doing and collaboration. This approach is congruent with use of technologies, such as Virtual Design Studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the United Arab Emirates (UAE). It is thus important to assess the extent to which the constructivist and cognitive theories are implemented in teaching design courses in the Architecture schools of the UAE. It is also important to assess the effectiveness of employing technology in general and VDS in particular in implementing these theories. The author intends to study the relationship between effective learning on one hand and using VDS in implementing the constructivist and cognitive approaches on the other hand. Thus, the author conducted a preliminary study to gain a basic understanding of the difficulties, approaches, attitudes, perceptions, and motivation related to the learning of design in architecture schools in the UAE. Second, the investigation was designed to assess the extent to which the students would be interested in the use of sophisticated technology in the teaching and learning environment in the UAE architecture education schools in order to achieve effective learning. The study has been conducted in the United Arab Emirates University (UAEU). Methodology used for this was the focus group method. In addition to the focus group interviews with the UAEU students, unstructured individual interviews with lecturers from UAEU and the American University of Sharjah (AUS) have been carried out. Data analysis showed that students were not satisfied with the current teaching methods based on traditional lectures. It was concluded that students were ready to practice effective learning of design via the intermarriage of VDS and the constructivist and cognitive approaches. An ambiguity that remained was whether students were ready for assessment methods which are consistent with the constructivist approach.
series	ASCAAD
email
last changed	2008/01/21 22:00

_id	caadria2007_657
id	caadria2007_657
authors	Chotsiri, Sirin; Siwarak Suwannasan, Wipaporn Lamool and Monchai Bunyavipakul
year	2007
title	The Development of E-Groupware in the Collaborative Work of Architectural Design
doi	https://doi.org/10.52842/conf.caadria.2007.x.u1h
source	CAADRIA 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Research in Asia] Nanjing (China) 19-21 April 2007
summary	The emergence of the computer networking, especially the internet has been a very useful tool for the construction industry. The AEC (AEC: Architectural, Engineering and Construction) has adopted the computer technology to the collaboration design work (CSCW: Computer Support Collaborative Work). It used to be that people work together in the real physical space like an office or design studio but now in the virtual design place. This is to accommodate the work that is being done among the designers or construction teams that are far apart. Through Web Application these people can work together from different location.
series	CAADRIA
last changed	2022/06/07 07:50

_id	ecaade2007_138
id	ecaade2007_138
authors	Koszewski, Krzysztof; Wrona, Stefan
year	2007
title	me, Architect
doi	https://doi.org/10.52842/conf.ecaade.2007.415
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 415-422
summary	The paper is focused on selected issues of preliminary education of computer techniques as part of first semester curriculum at a school of architecture. Teaching methods based on previously known research are tested and explored in a situation of clearly defined constraints: lack of architecture-specific knowledge of the novices and varying levels of their computer skills. The paper is based on three-year experience. Although we are all in the mood of saying: we do not teach software any more, we still have to think how to encourage students to develop their skills in computer techniques to the level that can liberate them from tool-dependence. The aim is to direct them towards task rather than tool oriented actions. Learning while designing causes the design process to be less important than representation. On the other hand, classic software courses are a thing of the far past and are not suited for design-oriented curriculum. There is a need to find alternative ways more suitable for a preliminary architecture IT course.
keywords	Architectural design education, design process, curriculum, pedagogical strategy
series	eCAADe
email
last changed	2022/06/07 07:51

_id	caadria2007_661
id	caadria2007_661
authors	Lamool, W.; S. Chotsiri, S. Suvarnnasara and M. Bunyavipakul
year	2007
title	The Development of E-Groupware in the Collaborative Work of Architectural Design
doi	https://doi.org/10.52842/conf.caadria.2007.x.v3t
source	CAADRIA 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Research in Asia] Nanjing (China) 19-21 April 2007
summary	The emergence of the computer networking, especially the internet has been a very useful tool for the construction industry, The AEC (AEC: Architectural, Engineering and Construction) has adopted the computer technology to the collaboration design work (CSCW: Computer Support Collaborative Work). It used to be that people work together in the real physical space like an office or design studio but now in the virtual design place. This is to accommodate the work that is being done among the designers or construction teams that are far apart. Though Web Application these people can work together from different.
series	CAADRIA
last changed	2022/06/07 07:50

_id	caadria2007_263
id	caadria2007_263
authors	Shaheen, Abeer; H. Elkadi
year	2007
title	ICT & Reflective Education in an Environmentally ResponsiveArchitecture Studio
doi	https://doi.org/10.52842/conf.caadria.2007.x.x2j
source	CAADRIA 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Research in Asia] Nanjing (China) 19-21 April 2007
summary	The current debate of architecture education in UK Schools of Architecture is reviewed with special emphasis on environmental ingredients of the traditional and progressive curriculum. Environmental approach to design has far more benefits than just informing students of the basics of the ecological and urban settings. Traditionally, UK Schools of Architecture address these issues via required courses (RIBA, 2003) However, environmental forces, wide array of educational innovations and a number of conditions and performance criteria that are set by Royal Institute of British Architects RIBA, for architectural education curriculum are essential drivers that necessitated transforming architectural pedagogy. As a result, new themes are being woven across existing courses, and more attention is being accorded to pedagogical methods of delivery using Information and Communication Technology ICT.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ijac20075301
id	ijac20075301
authors	de Velasco, Guillermo Vasquez
year	2007
title	A Group of Friends: The Las Americas Network, Virtual Studios, and Distance Education in Architecture
source	International Journal of Architectural Computing vol. 5 - no. 3, pp. 455-468
summary	This paper celebrates the human factor by describing how our collective vocation towards innovation in design education has inspired the development of an active network across the Americas. Ten years after its creation, the Las Americas Digital Research Network has generated a stream of innovative implementations. This is the first time that the main stream of these research activities is articulated into a peer-reviewed journal publication. The narrative of the paper follows a time-line that starts with the creation of the Las Americas Digital Research Network in 1996. Supported by such a framework the paper continues to describe the implementation of virtual design studios as collaborations nested at the core of the network. Finally, the paper explains how the virtual design studios provide fundamental feasibility for the development of network-mediated distance education curricula in architecture and the opening of a new dimension in the development and deployment of collaborative networks.
series	journal
email
last changed	2007/11/20 18:06

_id	cf2007_085
id	cf2007_085
authors	Iordanova, Ivanka; Temy Tidafi and Giovanni De Paoli
year	2007
title	Is a Digital Model Worth a Thousand Pictures?
source	Computer Aided Architectural Design Futures / 978-1-4020-6527-9 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Futures / 978-1-4020-6527-9] Sydney (Australia) 11–13 July 2007, pp. 85-98
summary	This communication addresses the use of a new type of referents database in the context of an architectural design studio. It discusses the results of design experiences held with the objective to study the cognitive effects of a teaching approach based on precedents and metaphors available as interactive and reusable digital models to students. The introduction of this referent-based approach is inspired by three major principles: the largely accepted fact that the creative work of architects is highly supported by referring to precedents and metaphors; the use of algorithmic digital methods to encapsulate architectural knowledge; and the constructivist approach to architectural design education. The study finds that the role of the modeled referents is helpful for the design studio learning, and that they are most creatively used when internalized by the student.
series	CAAD Futures
email
last changed	2007/07/06 12:47

_id	ascaad2007_034
id	ascaad2007_034
authors	Kwee, V.
year	2007
title	Architectural Presentation for Precedent-based Learning: Identifying opportunities and implications
source	Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 415-430
summary	This paper primarily deals with architectural information presentation intended to facilitate an understanding of an existing architectural work. The paper highlights issues of concern through an analysis of current architectural publications and identifies opportunities that require addressing. It also demonstrates visualization options through an illustrative digital prototype of The Arthur and Yvonne Boyd Education Centre, a building by Glenn Murcutt, Wendy Lewin and Reg Lark located in New South Wales, Australia, outlining the concept or approach of this prototype, and briefly reporting on a general assessment of its use. The outcomes refresh the perspective of current publications of notable buildings and question the implications that may result with the improvement of architectural information presentation. Could we possibly be missing opportunities afforded by the available technologies more than we realise? Could better integration of media help improve the quality of precedent-based learning? What is at stake and what should we be prepared for?
series	ASCAAD
email
last changed	2008/01/21 22:00

_id	ecaade2013r_006
id	ecaade2013r_006
authors	Neto, Pedro L.; Vieira, Andrea P.; Moreira, Bruno; Ribeiro, Lígia
year	2013
title	A blended-learning approach in CAAD. Enhancing an architectural design studio experience by using collaborative web applications.
source	FUTURE TRADITIONS [1st eCAADe Regional International Workshop Proceedings / ISBN 978-989-8527-03-5], University of Porto, Faculty of Architecture (Portugal), 4-5 April 2013, pp. 83-94
summary	This paper is the result of a research project started in 2007 in our architecture school which aimed to adopt a Blended-Learning approach in teaching CAAD to 3rd year architecture students, while integrating the knowledge produced by our R&D Unit on architectural representation and communication techniques and web applications. We present our main conclusions regarding this strategy’s results and the web applications involved to understand if they acted like catalysts for engaging students with their learning process and for promoting a better communication between them and their teachers. The article shows how this strategy created new forms of interaction making communication between teachers and students easier and giving the latter an active role in the learning process. We start with an introduction to CAAD’s pedagogical strategy; we then describe the strategy and model applied to several case studies and the materials and learning tools used. Finally, we’ll discuss the most significant results and draw the main conclusions. The results highlight how the learning process coming from the Blended-Learning strategy and the use of complementary web applications strengthens the student’s and teacher’s capacity to work in a close relationship while maintaining the student’s active role in the learning process.
keywords	Blended-learning; education in architecture; communication and representation; collaborative teaching and learning; design studio environment
email
last changed	2013/10/07 19:08

_id	e5a8
id	e5a8
authors	Saghafi, Mahmoud Reza; Jill Franz, Philip Crowther
year	2010
title	Crossing the Cultural Divide: A Contemporary Holistic Framework for Conceptualising Design Studio Education
source	CONNECTED 2010 – 2ND INTERNATIONAL CONFERENCE ON DESIGN EDUCATION 28 JUNE - 1 JULY 2010, UNIVERSITY OF NEW SOUTH WALES, SYDNEY, AUSTRALIA
summary	While the studio is widely accepted as the learning environment where architecture students most effectively learn how to design (Mahgoub, 2007:195), there are surprisingly few studies that attempt to identify in a qualitative way the interrelated factors that contribute to and support design studio learning (Bose, 2007:131). Such a situation seems problematic given the changes and challenges facing education including design education. Overall, there is growing support for re-examining (perhaps redefining) the design studio particularly in response to the impact of new technologies but as this paper argues this should not occur independently of the other elements and qualities comprising the design studio. In this respect, this paper describes a framework developed for a doctoral project concerned with capturing and more holistically understanding the complexity and potential of the design studio to operate within an increasingly and largely unpredictable global context. Integral to this is a comparative analysis of selected cases underpinned by grounded theory methodology of the traditional design studio and the virtual design studio informed by emerging pedagogical theory and the experiences of those most intimately involved – students and lecturers. In addition to providing a conceptual model for future research, the framework is of value to educators currently interested in developing as well as evaluating learning environments for design.
keywords	design studio, learning environment, online education
series	other
type	normal paper
email
more	http://eprints.qut.edu.au/32147/1/c32147.pdf
last changed	2010/11/16 08:26

_id	ascaad2007_033
id	ascaad2007_033
authors	Sheta, S.A.
year	2007
title	Collaborative Design as an Experimental Multidisciplinary Approach to Develop Computer Aided Architectural Design (CAAD) Courses
source	Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 399-414
summary	This study demonstrates an overview of the state of teaching Computer Aided Architectural Design (CAAD) in the Department of Architecture, Misr Academy for Engineering and Technology (MET). This course is basically designed to enable students to explore new ways of design using Computer Aided Architectural Design software. In hypothetical valuation analysis, the study examines the necessity of combining ICT with architectural courses’ teaching in a collaborative design manner. In this sense, it tackles an experimental multidisciplinary approach to develop CAAD courses. It focuses on the innovation of the course by the introduction of ICT both in the contents of the course and as a means of education. To attain its goals stated above, the paper discusses the differences between teaching CAAD by using standard software and teaching the principles of CAAD. It distinguishes four-interdisciplinary system of application for collaborative design in education: social systems, professional systems, educational systems, and innovative systems. This exploration is seldom backed up from a design methodological viewpoint. The conclusion shows how the developed CAAD course, when taught in combination with ICT and collaborative design approaches may result in favorable learning outcomes.
series	ASCAAD
email
last changed	2008/01/21 22:00

_id	ecaade2007_119
id	ecaade2007_119
authors	Zupancic, Tadeja; Mullins, Michael
year	2007
title	Reconfiguring Course Design in Virtual Learning Environments
doi	https://doi.org/10.52842/conf.ecaade.2007.647
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 647-654
summary	Although many administrators and educators are familiar with e-learning programs, learning management systems and portals, fewer may have experience with virtual distributed learning environments and their academic relevance. The blended learning experience of the VIPA e-learning project for architectural students offers some innovative insights into experientially oriented educational interfaces. A comparative analysis of VIPA courses and project results are presented in the paper. Special attention in the discussion is devoted to the improvements of e-learning solutions in architecture. The criterion of the relation between the actual applicability of selected e-learning solutions and elements of collaborative educational interfaces with VR are taken into account. A system of e-learning applicability levels in program and course development and implementation of architectural tectonics in courseware is developed from the evaluation process and which contributes to the discussion of future trends in architectural education.
keywords	Architectural education, e-learning, virtual space
series	eCAADe
email
last changed	2022/06/07 07:57

_id	ecaade2007_217
id	ecaade2007_217
authors	Duarte, José
year	2007
title	Inserting New Technologies in Undergraduate Architectural Curricula
doi	https://doi.org/10.52842/conf.ecaade.2007.423
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 423-430
summary	This paper describes a set of curricular tools devised to insert new technologies in an undergraduate architectural curriculum. These tools encompass three courses and laboratories with advanced geometric modeling, rapid prototyping, virtual reality, and remote collaboration facilities. The immediate goal was to set up the virtual design studio and enable creative design thinking. The ultimate goal was to fulfill the criteria of intellectual satisfaction, acquisition of specialized professional skills, and contribution for the economic development of society that should underlie university education.
keywords	Architecture, education, fabrication, digital media
series	eCAADe
email
last changed	2022/06/07 07:55

_id	sigradi2009_893
id	sigradi2009_893
authors	Kubicki, Sylvain; Annie Guerriero; Pierre Leclercq; Jean-Claude Bignon
year	2009
title	Cooperative design studios in education: Lessons learnt from two experiments
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This article describes experiments of IT-supported cooperation in AEC pedagogical context. The Digital Cooperative Studio (SDC) places students in a situation of distant design cooperation. This experiment allows students to be confronted to a cross-disciplinary approach of the architectural design and leads to the analysis of their own cooperation processes. Two editions of the Digital Cooperative Studio have been carried out in 2007-2008 and 2008-2009. This article presents the lessons learnt from these two experiments.
keywords	Virtual Design Studio; Cooperation; Education; AEC (Architecture, Engineering and Construction)
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	ecaade2007_090
id	ecaade2007_090
authors	Wojtowicz, Jerzy; Takenaka, Tsukasa
year	2007
title	Virtual Studio
doi	https://doi.org/10.52842/conf.ecaade.2007.743
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 743-750
summary	Distributed design over networks is rapidly emerging as the new mode of architectural practice. Recent digital working environment of virtual studio is illustrated with three case studies. Projects highlight the social importance and advocate remote delivery of studio education and design practice in the sheared digital space.
keywords	Virtual design studio, distributed practice and teaching, digital media
series	eCAADe
email
last changed	2022/06/07 07:57

_id	ecaade2007_077
id	ecaade2007_077
authors	Breen, Jack; Stellingwerff, Martijn
year	2007
title	The DigiTile Project
doi	https://doi.org/10.52842/conf.ecaade.2007.059
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 59-66
summary	The influx of computer-based design and presentation platforms, particularly in conjunction with computer aided physical modelling and manufacturing techniques, has stimulated a renewed focus on imaginative, innovative architectural product design. Essentially, the ambition of the DigiTile exercise was to stimulate the development of individual proposals for new kinds of surface articulations on the basis of a tile-like unit, or set of units. Inspirations varied widely: from precedents ranging from history to nature, as well as from contemporary design practice and graphic imagery. The prevailing freshness and technical inquisitiveness amongst the participants contributed to the generation and concretisation of distinctive tiling concepts, many of which have arguably not been seen before. The findings and conclusions are based upon the array of outcomes from the programme so far, as well from a very recent session. Furthermore, the paper highlights the kinds of opportunities for hands-on education-based compositional studies that we foresee in the near future.
keywords	Computer aided manufacturing and modelling, composition, prototyping, tiling, ornamatics, education-based research
series	eCAADe
email
last changed	2022/06/07 07:54

_id	caadria2007_511
id	caadria2007_511
authors	Rügemer, Jörg
year	2007
title	Various Media in the Design Process and Methodology
doi	https://doi.org/10.52842/conf.caadria.2007.x.t8j
source	CAADRIA 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Research in Asia] Nanjing (China) 19-21 April 2007
summary	The paper describes the mergence of traditional architectural design processes with approaches that rely on digital media and software for the creation of architectural space. The depicted projects are part of a ‘work in progress’ process, with a recent studio that is set up to apply the so far accumulated experiences. Within the projects, focus is on those design phases where the applied media and methodology is changed and where the back and forth between different media and the depth of their implementation is perceptible in, and / or has a significant influence on the design itself. Through a line of successive experiments, the paper explains the development of a possible method that utilizes a variety of today’s accessible tools in architecture, making use of phenomena that appear when changing from one tool to another. Goal is to avoid limitations that are existent by the solely employment of one media or method, and to understand the fusion between different media as an inspiring momentum to develop the design further. The paper draws a line from an initially experienced and analyzed design method over several projects in practice and academia to conclude with a possible design method that could be established successfully in both fields of architectural teaching and practice. Initial experiences had been drawn from professional practice, in which the digital realm was limited to a support device of the design process. The first project that is described in the paper, explored the employment of digital media as a possible tool to drive the design process in a broader sense. The studio setting was organized as a laboratory for the exploration of the change of applied media. Focus was on the influence on the design progress. The design method required of the studios participants was not exclusively based on an architectural program, but on an initial, very conceptual process with an artistic approach, based on personal experiences of each participant. This was meant to detach the students entirely from architectural processes and mindsets they had picked up so far. Parallel to that kind of an intellectual process, studio participants learned to handle Maya as the 3D modeling software of their choice. Both the technical knowledge and the artistic projects were merged in a second project phase, in which participants had to further develop their work by applying a very effective mix of various design tools. Using digital media as a parametric design generator, subsequent projects were developed. The task for the designers here were to decide what kind of algorithm could be applied to which process and when it was to be stopped for the best result. Applying such an automatism successfully to the design process, the employment of traditional media and methodology remained, to adapt the digital driven schemes to the required design task. The diverse design experiments demonstrate important aspects when merging complex design and animation software with traditional design processes. To achieve good architectural design results, all examined projects showed that traditional design methods with its physical models are hardly replaceable to its full extent by other media, but digital media are able to strengthen design processes and invite designers to explore new means of design work.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	caadria2007_203
id	caadria2007_203
authors	Heidrich, Felix; Peter Russell and Thomas Stachelhaus
year	2007
title	Intervision3D: Online 3D Visualisation and Conferencing
doi	https://doi.org/10.52842/conf.caadria.2007.x.l3p
source	CAADRIA 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Research in Asia] Nanjing (China) 19-21 April 2007
summary	The use of Internet communication technologies in distributed teams has been carried out for well over 10 years. In this time, various methods to communicate and transfer information have been developed. A large amount of effort has been placed on enabling normal conversation to take place and it could be said, that with technologies like Skype, this is established. This enables planning partners to discuss, but we still need to convey what they are discussing. In short, the contents are still lacking. Technologies exist to allow users to share files or images, however this does not nearly reach the intensity or quality of discussions when partners are sitting together in front of a drawing or model. At best, screen sharing allows participants to see the same image but with low resolution and bad system response. The goal of the Intervision3D project is to allow distributed team members to discuss design issues with a common 3D model where participants can manipulate the model together in real time. In contrast to screen-sharing solutions, the Intervision3D project uses a server, which delivers a copy of the model to each conference participant. The server then coordinates the perspective views of all conference participants. One of the participants (usually the first) is initially designated as the speaker and he or she controls the views of the model through an intuitive walk/fly-through interface. The speed of the system is also buttressed by the simplicity of the application: as a Java applet, it is possible to start the Intervision3D system in any browser or as a separate applet on any system. As such, none of the participants need to install anything. The resolution of the model is optimized for each participant's browser and computer display. Currently, Intervision3D can import .3ds files and then render them using the JOGL Engine (Java Bindings for Open GL). JOGL allows the full Open GL suite to be used in rendering the model including lighting and textures: even normal PCs can do this quite well. The first implementation of the system is within an existing internet-based Design Studio and the paper elucidates how the first uses of the system have (partially) helped to increase the exchange of design ideas over the Internet. Through the Intervison3D system, the participants who have been separated by distance can once again discuss the same 3D model.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	cf2007_501
id	cf2007_501
authors	Sun, Chengyu; Bauke DeVries and Jan Dijkstra
year	2007
title	Measuring Human Behaviour Using Head-Cave
source	Computer Aided Architectural Design Futures / 978-1-4020-6527-9 2007 [Proceedings of the 12th International Conference on Computer Aided Architectural Design Futures / 978-1-4020-6527-9] Sydney (Australia) 11–13 July 2007, pp. 501-511
summary	In this research funded by NSFC (50408038), an agent-based simulation model is developed for the human evacuation behaviour determined by a list of so-called architectural clues in the environment. A research method is introduced with an application for one of these clue types called Doorway. A six-variable model and a related set of virtual scenes were constructed and implemented in a Head-CAVE system, in which 102 subjects were tested as in an evacuation game. With the binary logit regression analysis a utility function is estimated indicating how these variables affect human choice on any pair of doorways in a scene. Evidence was found that the distance from the decision point to the doorway is not always the most important factor as it is assumed in the other evacuation models.
series	CAAD Futures
email
last changed	2007/07/06 12:47

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