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	ecaade2011_063
id	ecaade2011_063
authors	Garner, Steve; Schadewitz, Nicole; Holden, Georgina; Zamenopoulos, Theodore; Alexiou, Katerina
year	2011
title	Supporting Fragility in Distance Design Education
doi	https://doi.org/10.52842/conf.ecaade.2011.663
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.663-672
summary	This paper outlines work in progress that seeks to support and develop online distance design education for adult learners. At the core of this paper is the belief that design thinking is fragile and the systems we create to support design thinking are fragile. This has important implications for those seeking to implement immersive environments for teaching and learning in disciplines such as engineering, product design, environment design and architecture. This paper suggests we need to look backwards in order to look forwards; that by examining the characteristics of the traditional ‘atelier’ model of art and design education we might observe clues to a framework of teaching and learning in design that can embrace the opportunities presented by new digital technologies. The paper focuses on the use of Second Life as a component of a wider virtual design atelier and explores how Second Life might potentially offers a means of addressing fragile collaborative learning.
wos	WOS:000335665500077
keywords	Design; atelier; ARCHI21; education
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2012_046
id	ecaade2012_046
authors	Juvancic, Matevz ; Zupancic, Tadeja
year	2012
title	Evaluation system for Content and Language Integrated Learning in Architecture Using Immersive Environments
doi	https://doi.org/10.52842/conf.ecaade.2012.1.115
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 1 / ISBN 978-9-4912070-2-0, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 115-123
summary	Based on the experience from EU project ARCHI21 (Hunter et al, 2011) and long-term commitment to research of architectural presentations and educational approaches to expert and non-expert public (i.e. Juvancic, Mullins & Zupancic, 2012), the paper aims to clarify the terms used in CLIL-architecture context, identify the variables that have, in practice so far, proven to infl uence the learning outcome and learning experience both in architectural and language sense, and systematize the findings into the useful system. The result can be envisioned as the potential ‘ladder of the CLIL & architecture integration‘. The system would be of help to anyone trying to integrate language learning at different stages of architectural education, pointing out the required fundamentals, predicting the possible learning outcomes or benchmarking them after the experience. The basic terms/variables divided into three major infl uencing groups - competence, work environment and course settings - are described first, proceeded with the scheme connecting them into the system and two actual examples ‘run’ through the matrix for illustrative purposes. The paper also looks specifi cally into the use of different immersive environments and digital communication tools for teaching the architecture/design–other language combination and adapts the system to this segment, while also briefly comments on learners and teachers responses to CLIL-architecture integration.
wos	WOS:000330322400011
keywords	Architecture; immersive environments; CLIL; evaluation; teaching; Archi21
series	eCAADe
email
last changed	2022/06/07 07:52

_id	sigradi2011_146
id	sigradi2011_146
authors	Vasquez de Velasco, Guillermo; Angulo, Antonieta
year	2011
title	A Hydrid Learning Environment: On the subject of design-thinking for non-design students.
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 424-427
summary	This paper describes the implementation of a hybrid learning environment (HLE) through the creation, deployment and administration of a large-enrollment course on the subject of Design Thinking. The challenge illustrated by this on-going case study is the one of meeting the learning objectives for a population of novice learners from heterogeneous background through a creative articulation of state-of-the-art instructional technologies. As an additional challenge, given current financial constraints in higher education, the implementation had to address limited funding in the development of the learning environment, the instrumentation provided by the students, and its delivery to large groups of students.
keywords	Design Thinking; Hybrid Learning; Blended Learning; Design Education; Instructional Technology
series	SIGRADI
email
last changed	2016/03/10 10:02

_id	ecaade2011_017
id	ecaade2011_017
authors	Achten, Henri; Koszewski, Krzysztof; Martens, Bob
year	2011
title	What happened after the “Hype” on Virtual Design Studios?: Some Considerations for a Roundtable Discussion
doi	https://doi.org/10.52842/conf.ecaade.2011.023
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.23-32
summary	The issue of collaborative design has been elaborated extensively within the framework of previous CAAD–conferences. Today, an appreciation for traditional attitudes and methods can be observed, but interestingly, a mixture of approaches is also noticeable (computational techniques used in low–tech fabrication environments, for example). This allows for a round–table survey of the current state–of–the–art focused on experiences related to distant learning in the architectural curriculum. To make VDS viable, not only are technological solutions necessary, but so are social (among people) and professional (ways of behavior) ones. In this round–table we aim to identify critical factors of success (or failure).
wos	WOS:000335665500001
keywords	Education; architectural curriculum; blended learning; collaborative design; VDS
series	eCAADe
email
last changed	2022/05/01 23:21

_id	caadria2011_057
id	caadria2011_057
authors	Fraser, Matthew and Michael Donn
year	2011
title	Thinking through digital simulation tasks in architectural education
doi	https://doi.org/10.52842/conf.caadria.2011.599
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 599-608
summary	This study reports the activities of 80 second year architecture students at Victoria University, Wellington, New Zealand for the duration of a single trimester. A central theme in this studio is the framing of day-lighting problems into a quantifiable investigation and then addressing these through the use of digital modelling and simulation tools. This study offers an insight to undergraduate architecture students’ negotiation of digital design spaces and asks the question of how the knowledge of skill-based specialist tasks are extensible to core design studio.The mass education within a University environment of such specialist skill based techniques allows for an insight to the negotiation of quantitative and qualitative design criteria. The issue of learning skill based tasks at university level is a pertinent topic of study as the critique of such techniques is implicit to the holistic education of Architects but the level of this critique can vary greatly. This question also highlights the challenges faced to improving the design education approaches to computational thinking and applications.
keywords	Design analysis; daylight simulation; education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	caadria2013_043
id	caadria2013_043
authors	Freitas, Márcia Regina de and Regina Coeli Ruschel
year	2013
title	What is Happening to Virtual and Augmented Reality Applied to Architecture?
doi	https://doi.org/10.52842/conf.caadria.2013.407
source	Open Systems: Proceedings of the 18th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2013) / Singapore 15-18 May 2013, pp. 407-416
summary	This paper presents the results of a comprehensive survey of activities on research and development of Virtual and Augmented Reality applied to architecture. 200 papers were reviewed, taken from annual conferences of the Association for Computer Aided Design In Architecture (ACADIA) and its sibling organizations in Europe (ECAADE and CAAD Futures), Asia (CAADRIA), the Middle East (ASCAAD) and South America (SIGRADI). The papers were grouped in research areas (design method, architectural theory and history, performance evaluation, human interaction, representation and process & management), emphasis (education, application, collaboration, visualization, practice and theory) and technology development stage (specification, development, application demonstration and evaluation). The period of study comprises 11 years, from 2000 to 2011. Findings for each category are described and key publications and authors are identified.
wos	WOS:000351496100040
keywords	Virtual reality, Augmented reality, Study of activity
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	acadiaregional2011_028
id	acadiaregional2011_028
authors	Haliburton, James; Mark Clayton, Ozan Ozener, Francisco Farias, WoonSeong Jeong
year	2011
title	Parametric Modeling and BIM: Innovative Design Education for Integrated Building Practices
doi	https://doi.org/10.52842/conf.acadia.2011.x.c0v
source	Parametricism (SPC) ACADIA Regional 2011 Conference Proceedings
summary	Parametric modeling and Building Information Modeling (BIM) present opportunities to radically change the architectural design process, which has similarly radical implications upon design education. These processes and technologies are demanding a broader knowledge base and deeper skill set. The same technologies and processes create opportunities to meet and surpass the traditional architectural knowledge base that forms the basis for design education. Outlined in this paper are the results of three studies that employed BIM and parametric modeling within the context of simulated professional project delivery and compares the results using the new process to the NAAB Student Performance Criteria. From these studies, it appears that the alternative design method that employs BIM and parametric modeling is more rigorous and effective than the traditional method of instructing students with respect to the Student Performance Criteria in Realm B: Integrated Building Practices.
series	ACADIA
last changed	2022/06/07 07:49

_id	caadria2011_054
id	caadria2011_054
authors	Herr, Christiane M.
year	2011
title	Gains, losses and limitations in designing parametrically: A critical reflection of an architectural design studio in China
doi	https://doi.org/10.52842/conf.caadria.2011.569
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 569-578
summary	This paper argues that learning to design parametrically in the architectural studio entails gains but also losses, since the parametric design approach tends to and encourage certain patterns of thought while discouraging others. This investigation complements previous research focusing mostly on technological aspects. Based on observational data from a parametric design studio in China, this paper discusses how parametric designing can pose challenges to existing design values and approaches, specifically within a Chinese context. It further draws attention to the limitations of parametric designing, which in the observed cases required both students and teachers to break and extend parametric models besides and beyond parametric variation to make them work architecturally. This paper aims to inform educators employing parametric designing in their architectural design studios as well as researchers who examine such studios.
keywords	Parametric design; studio; design culture; education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ecaade2011_146
id	ecaade2011_146
authors	Hunter, Moira; Chase, Scott; Kligerman, Bradley; Zupancic, Tadeja
year	2011
title	ARCHI21: Architectural and Design based Education and Practice through Content & Language Integrated Learning using Immersive Virtual Environments for 21st Century Skills
doi	https://doi.org/10.52842/conf.ecaade.2011.725
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.725-733
summary	This paper offers insights into innovative practice being undertaken in higher architectural and design education, where both language and content teaching and learning are integrated as interwoven parts with joint curricular roles. Using Expansive Learning Theory as an analytical framework to examine potential tensions and contradictions arising from the educational approach of Content and Language Integrated Learning, reference is made to three very recent pilot studies of the EU funded project, ARCHI21. The experiential learning in these studies adopted a blended approach, where classical face-to-face learning-teaching scenarios were supported by immersive 3D virtual environments together with social networking media and Web 2.0 tools. This paper uses these pilot studies to speculate on aspects of fragility and offers reflection on future project activity.
wos	WOS:000335665500084
keywords	Architecture; education; Content and Language Integrated Learning; 3D immersive environments; Second Life
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2011_104
id	ecaade2011_104
authors	Jorge Gil, Júlio Almeida, José Pinto Duarte
year	2011
title	The backbone of a City Information Model (CIM): Implementing a spatial data model for urban design
doi	https://doi.org/10.52842/conf.ecaade.2011.143
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.143-151
summary	We have been witnessing an increased interest in a more holistic approach to urban design practice and education. In this paper we present a spatial data model for urban design that proposes the combination of urban environment feature classes with design process feature classes. This data model is implemented in a spatial database that becomes the backbone of a City Information Model (CIM), integrating urban neighbourhood formulation, design, and evaluation methods into a comprehensive urban design support system. We demonstrate its application to urban design analysis and evaluation through the development of a tool for AutoCAD Map 3D that is integrated with the PostGIS spatial database.
wos	WOS:000335665500016
keywords	Urban design; data model; GIS; design support tools; urban design evaluation
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2011_098
id	ecaade2011_098
authors	Jutraz, Anja; Voigt, Andreas; Zupancic, Tadeja
year	2011
title	Exploring Urban Experimental Lab for public participation and education in urban design
doi	https://doi.org/10.52842/conf.ecaade.2011.904
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.904-912
summary	This paper deals with visual digital collaborative tools for public participation in urban design. First it addresses the problem of the diversity of skills and knowledge levels of all the actors involved. The main focus is on exploring Urban Experimental Lab (Voigt, Kieferle, Wössner, 2009), developed for public participation in urban design, shifting the research focus towards the questions of educating both lay and different professional public through this process. Public participation in urban design is seen as an opportunity for lifelong urban design learning, offering a wide variety of different actions, problems and educational elements. All the participants are expected to improve their knowledge levels through participating in design process.
wos	WOS:000335665500104
keywords	Digital collaborative tool; urban experimental lab; public participation; education; urban design
series	eCAADe
email
last changed	2022/05/01 23:21

_id	eaea2009_kardos_plachtinska
id	eaea2009_kardos_plachtinska
authors	Kardos, Peter; Petra Plachtinska
year	2011
title	Spatial Experience in Real & Virtual Environment as an Urban Design Tool
source	Projecting Spaces [Proceedings of the 9th European Architectural Endoscopy Association Conference / ISBN 978-3-942411-31-8 ], pp. 59-64
summary	The innovations of information technologies and the new possibilities of multimedia exploitation in the realm of architectural design and education are supporting the development of image communication methods on the basis of interactivity. The creative process of searching and decision-making in the urban design studio of our Faculty is supported by spatial modeling methods. The draft is sketched in modeling material on a working model. From the didactic point of view, relevant are mainly those phases, in which is possible, in the imaginative way, to support the searching and decision making process with the aim to test, compare and continuously evaluate the fulfillment of the hypothetic intentions of the solution responsibilities. The model becomes an interactive medium of cooperation between teacher and the working group of students. From the view of design crystallization, the dominant phases, in the creative process, are examining, verification, and simulation. The alternatives of material-compositional content and the spatial performance charts of modeled physical structure are verifying and the visual experience of the anticipated urban environment is simulated by the author, but also through the future client’s eyes. The alternation of the composition’s spatial configurations is generally appreciated by the static visual verification in the endoscopic horizon like the architectural spatial studies. The effective method of the progress generates a creative atmosphere for the generative thinking and design. The laboratory simulation of spatial experiences and their evaluation is performed following the perception psychology relations. The simulation of digestion of the new spatial reality intervenes the customer’s identification and guides to subjective approaches towards the quality and complexity of the formed environment. The simulation is performed in motion in order to be able to anticipate the dynamic continuity of subjective spatial imagination. The induced atmosphere will direct the evaluational attitudes of authors on comparison and selection of the successful alternatives. In our fee, we will present the demonstrations of selected static and dynamic notations of image sequences prepared in our laboratory. The presentations have been created in order to analyze, verify and offer imaginative support to creative findings in result of fulfilling the studio design tasks in the educational process. The main one is the design of urban spatial structures. The laboratory methodology is in the first place oriented on the analogue-digital procedures of "endoscope" model simulation. At the same time it also explores and looks for new unconventional forms of visual communication or archiving as imagination support to specialist and laymen participants in creative, valorization and approval processes.
series	other
more	http://info.tuwien.ac.at/eaea
last changed	2011/03/04 08:45

_id	ecaade2011_109
id	ecaade2011_109
authors	Pak, Burak; Verbeke, Johan; Ag-Ukrikul, Chotima
year	2011
title	Utilizing a Web-based Geographic Virtual Environment Prototype for the Collaborative Analysis of a Fragile Urban Area: An “Open-Source” International Urban Design Studio organized in Brussels
doi	https://doi.org/10.52842/conf.ecaade.2011.679
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.679-688
summary	In this paper, we will discuss the opportunities and challenges of using a Web-based Geographic Virtual Environment Prototype, primarily developed in the framework of a long-term research project by Pak and Verbeke (2011), as a complementary medium to support an international urban design studio. We reconfigured and rescaled this prototype with the objective of encouraging students to make a collaborative, open-source and location-based analysis of the fragile project area (the Brussels-Charleroi Canal) and share their findings with each other. During this eight week long experimental study, the students were able to effectively use the environment during the analysis phase of the urban design studio; despite their heterogeneous profiles. They created an online inventory that covers five gigabytes of analysis findings, sketches, photos, maps, studio presentations and texts describing their experiences. This environment shows the power of crowdsourcing and online collaborative analysis. Moreover, the findings of our online student survey demonstrate a general positive attitude towards the use of the Virtual Environment Prototype.
wos	WOS:000335665500079
keywords	Urban Design Studio; Web-based Virtual Environments; Integration of CAAD Research into Design Education; Collaboration
series	eCAADe
email
last changed	2022/05/01 23:21

_id	caadria2011_065
id	caadria2011_065
authors	Paulini, Mercedes; Mary Lou Maher and Paul Murty
year	2011
title	The role of collective intelligence in design: A protocol study of online design communication
doi	https://doi.org/10.52842/conf.caadria.2011.687
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 687-696
summary	Web-enabled collective intelligence in design invites anyone to contribute to a design process through crowd-sourcing. We use a protocol analysis method to analyse the forum data on a collective intelligence web site, studying communication among individuals who are motivated to participate in the design process. A protocol analysis allows us to compare collective intelligence in design to similar studies of individual and team design. Our analysis shows that a design process that includes collective intelligence shares processes of ideation and evaluation with individual and team design, and also includes a significant amount of social networking. Including collective intelligence in design can extend the typical design team to include potential users and amateur perspectives that direct the design to be more sensitive to users’ needs and social issues, and can serve a marketing purpose.
keywords	Collective intelligence; design process; protocol analysis; design communication
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	ecaade2011_154
id	ecaade2011_154
authors	Piga, Barbara E. A.; Morello, Eugenio; Signorelli, Valerio
year	2011
title	The experience of an academic simulation laboratory: The use of visual simulations for education and research
doi	https://doi.org/10.52842/conf.ecaade.2011.734
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.734-742
summary	An overview of the research activities of a university simulation laboratory is presented. The mission of the laboratory is to anticipate the design and to support the evaluation process of urban design projects from a perceptual viewpoint through the use of digital and physical models. We have research and educational purposes. Founded five years ago, the laboratory has implemented different simulation tools, often combining existing techniques and finding new applications of existing ones. In particular, we focused our interest on visual perception tools, investigating the use of physical models and digital ones, and combining them in different ways in order to enhance the experience offered by the perceptual simulation.
wos	WOS:000335665500085
keywords	Visual simulation; city modelling; augmented reality; game engine; simulation laboratory
series	eCAADe
email
last changed	2022/05/01 23:21

_id	caadria2011_058
id	caadria2011_058
authors	Reffat, Rabee M.
year	2011
title	Impact analysis of digital-based architecture curriculum on students’ learning
doi	https://doi.org/10.52842/conf.caadria.2011.609
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 609-618
summary	This paper reports the findings of assessing the impact of current digital-based architecture curriculum in architecture at KFUPM on students’ learning primarily from students’ perspectives. The paper addresses both generic and specific impacts of current digital-based architecture curriculum on students’ learning. The specific impacts include: level of achieving better understanding of the architectural issues of buildings, and impacts of media qualities on understanding architecture. The paper introduces a performance improvement plan aimed at enhancing students’ learning in the digital-based architecture curriculum and to accommodate the evolving nature of information technology applications in the building and construction industry.
keywords	Digital architecture curriculum; students’ learning; impact analysis; digital design education
series	CAADRIA
email
last changed	2022/06/07 08:00

_id	caadria2011_056
id	caadria2011_056
authors	Schnabel, Marc Aurel and Jeremy J. Ham
year	2011
title	The social network virtual design studio: Integrated design learning using blended learning environments
doi	https://doi.org/10.52842/conf.caadria.2011.589
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 589-598
summary	Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.
keywords	VDS; social networking; social learning; problem-based learning; PBL; Web2.0
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	ecaade2011_089
id	ecaade2011_089
authors	Sorguc, Arzu Gonenc; Selcuk, Semra Arslan; Cakici, Fatma Zehra
year	2011
title	Computer Simulation as an Integral Part of Digital Design Education in Architecture: The Modulator
doi	https://doi.org/10.52842/conf.ecaade.2011.043
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.43-50
summary	It has been more than a decade that the first discussions on the integration of computational technologies into architectural education, especially into the design studios have been started. Since then, the use of CAD from drafting to complex solid modeling and manufacturing in design studios has been mostly achieved. Yet, persisting on the discussions within the same context, mostly focusing on the studio education and CAD/CAM rather than “CAAD” avoids inquiring other potentials of them as being a learning and implementation media of different knowledge domains. In this context this papers presents a discussion on andragogic learning by the integration of simulation technologies to architectural education to synthesize the fragmented knowledge that provides new learning media.
wos	WOS:000335665500003
keywords	Computer simulation; digital design; architectural education; modeling; modulator
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2020_150
id	ecaade2020_150
authors	Stojanovski, Todor
year	2020
title	Role-playing planning games as educational tool - Experiences of teaching with educational games in Sweden
doi	https://doi.org/10.52842/conf.ecaade.2020.1.525
source	Werner, L and Koering, D (eds.), Anthropologic: Architecture and Fabrication in the cognitive age - Proceedings of the 38th eCAADe Conference - Volume 1, TU Berlin, Berlin, Germany, 16-18 September 2020, pp. 525-534
summary	Teaching about cities and planning involves complexities of understanding urban development in space and time, evolution and transformation of cities, urban politics, actors and stakeholders. Delivering efficient ways of teaching, is very important for educators, particularly among lecturers at universities who work with urban planning and design. Games can be used as educational tools and role-playing games can capture the political struggle of different actors and stakeholders involved in planning processes. Games can enable students to experience urban development and take roles of different actors and stakeholders in the planning and development processes and practice the art of negotiations in urban politics. Two educational games were written for the planning courses at KTH Royal Institute of Technology, Sweden. Since 2011, 17 games were played in different courses. Data from the evaluation forms was collected on 14 games and 277 students answered questions. This paper analyses the evaluation forms and the comments of the students who took part in the games and discusses gaming as an educational tool. The experiences with role-playing planning games are very positive. These ratings occurs consistently in each game that was played with very small variations.
keywords	urban planning; urban design; role-playing games; education tool; teaching; gaming
series	eCAADe
email
last changed	2022/06/07 07:56

_id	acadia10_327
id	acadia10_327
authors	Vassigh, Shahin; Herrera, Silvana
year	2010
title	Interactive Teaching through Simulation Environments
doi	https://doi.org/10.52842/conf.acadia.2010.327
source	ACADIA 10: LIFE in:formation, On Responsive Information and Variations in Architecture [Proceedings of the 30th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-4507-3471-4] New York 21-24 October, 2010), pp. 327-332
summary	Spurring new and innovative building design will be critical to the urban energy and economic future of the nation. The operation of completed buildings account for 48% of the nation’s annual greenhouse gas emissions, and 76% of all electricity generated by U.S. power plants goes to supply the building sector. Therefore developing and applying new and innovative sustainable building design will have a measurable impact on the environment. Recent studies show sustainable building design is closely linked to system integration, where various components of a building work in confluence to produce synergetic benefits. As a result, a critical component of sustainable design involves a clear understanding of building systems operation, interaction, and the selection parameters. A consideration of suitable building systems, gauging their interaction, and proposing well integrated systems can lead to producing efficient models of sustainable buildings with minimal impact on the environment. The following paper outlines the progress on a project entitled “Building Literacy: the Integration of Building Technology and Design in Architectural Education.” The project develops a digital tool for teaching/learning architectural technology from an integrated systems perspective. The project attempts to immerse students in a simulated environment that is based on the real life practice of architecture. The project accomplishes this by harnessing the capabilities of simulation and dynamic modeling programs, as well as the state of art graphic media, to create compelling and rewarding reasons for students’ engagement in the lear ning process. The project involves a multidisciplinary team of faculty from Florida International University, University at Buffalo the State University of New York, and Iowa State University and is funded by the US Department of Education for the period of 2007-2011.
keywords	educational software, interactive learning, interactive teaching, simulation programs, building performance, building integrated systems,
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:58

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