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	sigradi2015_10.307
id	sigradi2015_10.307
authors	Herrera, Pablo C.
year	2015
title	Mathematics and computation: Using visual programming to develop didactic materials in a learning environment
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 581-588.
summary	We analyse the problem of creating didactic material for teaching and evaluating mathematics in the first year of a School of Architecture. By using visual programming, science professor used codes (formulae) to represent in a software their proposals, instead of drawing them themselves. Through this experience we create a database of codes with computational solutions that allows faculty to modify, reuse, visualise and print in the same platform that she students will use while developing their designs. In this way we aim to maximise the link between mathematics and design as fundamental base for the control of complex shapes.
keywords	Visual Programming, Mathematics Education, Architectural Education, Latin America, 3D Printing
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	caadria2015_213
id	caadria2015_213
authors	Kornkasem, Sorachai and John B. Black
year	2015
title	CAAD, Cognition & Spatial Thinking Training
doi	https://doi.org/10.52842/conf.caadria.2015.561
source	Emerging Experience in Past, Present and Future of Digital Architecture, Proceedings of the 20th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA 2015) / Daegu 20-22 May 2015, pp. 561-570
summary	The current study explored different spatial training methods and investigated the sequence of processed-based mental simulation that was facilitated by various structures of external spatial representations, including 3D technology in Computer Aided-Architectural Design (CAAD), spatial cues, and/or technical languages. The goal was to better understand how these components fostered planning experiences and affected spatial ability acquisition framed as the formation of spatial mental models, for further developing spatial training environments fundamental to Science, Technology, Engineering, and Mathematics (STEM) education, specifically for architecture education and cognition. Two experiments were conducted using a between-subjects design to examine the effects of spatial training methods on spatial ability performance. Across both studies learners improved in their spatial skills, specifically the learners in the 3D-augmented virtual environments over the 3D-direct physical manipulation conditions. This study is built upon the work in the fields of computer-user interface, visuospatial thinking and human learning.
keywords	Spatial thinking training; cognitive processes; CAAD.
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	ecaade2015_122
id	ecaade2015_122
authors	Agirbas, Asli
year	2015
title	The Use of Digital Fabrication as a Sketching Tool in the Architectural Design Process - A Case Study
doi	https://doi.org/10.52842/conf.ecaade.2015.2.319
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 319-324
summary	Computer-aided manufacturing (CAM) technologies including computer numerically controlled (CNC) milling, laser cutting and 3D printing are becoming cheaper and globally more accessible. Accordingly, many design professionals, academics and students have been able to experience the benefits and challenges of using digital fabrication in their designs. The use of digital fabrication in the education of architecture students has become normal in many schools of architecture, and there is a growing demand for computer-aided manufacturing (CAM) logic and fabrication knowledge in student learning. Clearly, architecture students are acquiring material base-thinking, time management, production methods and various software skills through this digital fabrication. However, it appears to be the case that architecture students use digital fabrication mainly in the final stage of their design or in their finishing work. In this study, computer-aided manufacturing (CAM) technologies have been used as a sketch tool rather than simply for fabricating a final product in the architectural design process and the advantages of this educational practice are demonstrated.
wos	WOS:000372316000037
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=79005d78-6fe6-11e5-b555-13a7f78815dc
last changed	2022/06/07 07:54

_id	sigradi2015_10.32
id	sigradi2015_10.32
authors	Baisch, Lucas Figueiredo; Costa, Luis Gustavo Gonçalves
year	2015
title	The Usage of Application Autodesk 123D Catch® for Data Collection in the production of Learning Objects in Heritage Education
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 497-501.
summary	This article deals with the technique of photogrammetry by using the Autodesk 123D Catch® application for registration of facades of historical and cultural buildings in the city of Salvador. Four trials are carried out in different complexities to test the tool’s potential. The Igreja and Convento de Nossa Senhora do Carmo, the chosen architectural elements are the door and the cover of the Church, as in the Palacete das Artes, the rear facade and one of the sculptures of the gardens. The 123D Catch® is efficient for the purpose of architectural records, however, there are still limitations of technical and spatial order to be observed.
keywords	Autodesk 123D Catch, Heritage Education, Learning Objects, Photography, Architectural Heritage
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	caadria2015_033
id	caadria2015_033
authors	Hadilou, Arman
year	2015
title	Phototropism of Tensile Façade System through Material Agency
doi	https://doi.org/10.52842/conf.caadria.2015.127
source	Emerging Experience in Past, Present and Future of Digital Architecture, Proceedings of the 20th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA 2015) / Daegu 20-22 May 2015, pp. 127-136
summary	This paper researches material agencies, mechanical systems and façade designs that are able to respond to environmental changes through local interactions, inspired by biological systems. These are based on a model of distributed intelligence founded on plants and animal collectives, from which intelligent behavior emerges through simple local associations. Biological collective systems integrate material form and responsiveness and have the potential to inform new architectural and engineering strategies. The design approach of this research is based on a data-driven methodology spanning from design inception to simulation and physical modeling. Data-driven models, common in the fields of natural science, offer a method to generate and test a multiplicity of responsive solutions. The driving concepts are three types of evolutionary adaptation: flexibility, acclimation, and learning. The proposed façade system is a responsive textile shading structure which uses integrated actuators that moderate their local environments through simple interactions with their immediate neighbors. Computational techniques coupled to material logics create an integral design framework leading to heterogeneous environmental and structural conditions, producing local responses to environmental stimuli and ultimately effective performance of the whole system.
keywords	Responsive facade; phototropism; material intelligence.
series	CAADRIA
email
last changed	2022/06/07 07:49

_id	sigradi2015_10.262
id	sigradi2015_10.262
authors	Ivanovic, Ingrid Calvo; Soto, Bruno Perelli
year	2015
title	Exploration of materials and techniques for digital fabrication and rapid prototyping for the design and development of didactic resources to support the teaching of color in school environments
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 569-575.
summary	This project arises from the need to produce didactic resources to support the teaching of color in the Chilean school environment. It starts from a critical screening at the Visual Arts curriculum proposed by the Ministry of Education. The way to address this lack of resources was through exploration techniques of digital fabrication and rapid prototyping, in order to generate updated and low cost learning objects. This could provide didactic materials to a wider amount of teachers and learning environments. The prototypes created will be implemented in the Centro de Arte y Tecnología, of the Fundación Mustakis, a pioneering space for independent learning and exploration around chromatic topics.
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	ecaade2015_101
id	ecaade2015_101
authors	Markusiewicz, Jacek and Slyk, Jan
year	2015
title	From Shaping to Information Modeling in Architectural Education: Implementation of Augmented Reality Technology in Computer-Aided Modeling
doi	https://doi.org/10.52842/conf.ecaade.2015.2.083
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 83-90
summary	While learning computer-aided modeling techniques, students of architecture should not only gain knowledge on how to model three-dimensional forms, but also how to define and understand the information beneath the shapes. Architectural presentation as an intellectual communication-focused process requires new media to channel information in a contemporary way. These can be text, image, sound, video or a digital model. The integration of augmented reality in teaching computer-aided modeling in architecture school provides more thorough learning experience as it opens new opportunities. The authors present the process of implementing AR technology in architectural education - its theoretical background, the outcome of students' work and technical solutions. They argue that the use of AR interface increases the effectiveness of user-model interaction in comparison to standard mouse-based techniques of three-dimensional manipulation due to the intuitive touch-screen interaction and direct control on the camera.
wos	WOS:000372316000011
series	eCAADe
email
last changed	2022/06/07 07:59

_id	caadria2016_809
id	caadria2016_809
authors	Nakapan, Walaiporn
year	2016
title	Using the SAMR Model to transform mobile learning in a History of Art and Architecture Classroom
doi	https://doi.org/10.52842/conf.caadria.2016.809
source	Living Systems and Micro-Utopias: Towards Continuous Designing, Proceedings of the 21st International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2016) / Melbourne 30 March–2 April 2016, pp. 809-818
summary	This paper presents the progress of a pilot classroom, which uses mobile devices to enhance instructor-student classroom interac- tions and students’ learning of the History of Art and Architecture. The main objective of this research was to find a way of improving classroom activities, for the coming year, by making the best possible use of technology to enable students to learn more successfully and improve their understanding of the lesson content. In this paper, class- room activities during 2014 and 2015 are analysed using the SAMR Model coupled with Bloom’s revised taxonomy and the EdTech Quin- tet Model. In addition, a plan for the redesign and improvement of ac- tivities in 2016 is proposed, the effectiveness of the SAMR model at improving in class activities is discussed and a perspective on how to develop the classroom using the “SAMR ladder” is included. The re- sults show that in 2015, 25% of the students in the class achieved an A grade, and less than 5% were graded F compared to 26% in 2012.
keywords	Design education; mobile-based learning; History of Art and Architecture; SAMR model
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	sigradi2015_sp_10.311
id	sigradi2015_sp_10.311
authors	Pires, Janice de Freitas; Pereira, Alice Cybis
year	2015
title	Accessibility to Educational Materials TEAR_AD Network through the delimitation of a Domain Taxonomy
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 823-826.
summary	This paper describes a process of identifying a taxonomy for describing learning materials made available in the context of a Virtual Learning Environment for Architecture and Design and produced by partner groups coming from different institutions. Paying attention to the specificity of the knowledge structure conveyed in such materials, exemplified in the case study of the digital graphic representation material, the importance of seeking by different terminologies combining concepts, techniques and technologies involved in different approaches to the same subject was observed, by allowing to characterize the structure of the teaching material and, through relationships among its terms, identify the connection between other learning objects for architectural design.
keywords	Learning Objects, Architecture and Design, Taxonomy, Design Education, Digital Technologies
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	sigradi2015_10.378
id	sigradi2015_10.378
authors	Primo, Lane; Ulbricht, Vânia; Vanzin, Tarcísio; Fadel, Luciane
year	2015
title	Transmedia in Education – Link for Inclusion
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 609-617.
summary	This paper presents the results of a systematic review of the literature to identify how transmedia is used in Education. The motivation for this study arises from the observation of the growth of the participation of students with disabilities in distance learning courses, the projection of increased development of learning objects and multimedia for use in these courses, therefore, requiring care for accessibility.The information gathered reveal thoughts about student’s experience and have resulted in recommendations and proposals with a view to enhancing inclusion.
series	SIGRADI
email
last changed	2016/03/10 09:58

_id	ecaade2015_286
id	ecaade2015_286
authors	Safarova, Bara; Ledesma, Edna, Luhan, Gregory, Caffey, Stephen and Giusti, Cecilia
year	2015
title	Learning from Collaborative Integration:The Hackathon as Design Charrette
doi	https://doi.org/10.52842/conf.ecaade.2015.2.233
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 233-240
summary	This paper examines the application of innovative and interdisciplinary collaboration methods that emerged from the rapidly developing field of information technology and its intersection within the realm of design and architecture. These events, also referred to as hackathons, have risen in popularity in recent years (Artiles & Wallace, 2013) and stem from a design response for the increasing demand for accelerated design decisions within the field of architecture. This paper examines the potential of hackathons as a platform for rapid development of design ideas into prototypes within a time constraint of 24 hours. The paper explores the hackathon as a robust foundational element for pedagogical approaches rooted in interdisciplinary collaboration. Using a case-study research methodology, this paper probes the framework of the event, the outcomes, and the lessons learned. As this paper demonstrates, the hackathon required participants to identify and explore shifting territories through interdisciplinary teamwork to arrive at innovative solutions. In this setting, the format of the hackathon serves as a vibrant territory that enables a concrete theoretical contribution to design pedagogy, CAAD education, and collaborative professional practice.
wos	WOS:000372316000028
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=499d55fa-6e91-11e5-ae6e-00190f04dc4c
last changed	2022/06/07 07:56

_id	eaea2015_t3_paper16
id	eaea2015_t3_paper16
authors	Sahin, Murat; Torun, Ayse Ozbil
year	2015
title	Architecture Education and the City amid Change
source	ENVISIONING ARCHITECTURE: IMAGE, PERCEPTION AND COMMUNICATION OF HERITAGE [ISBN 978-83-7283-681-6],Lodz University of Technology, 23-26 September 2015, pp.427-438
summary	Emphasising the significance of web of relations between design education and urban environment, this paper focuses on the interaction between dramatic changes in the city of ?stanbul and architecture education environment. The study covers findings of questionnaires and interviews conducted with ?stanbulians of multiple professions, quantitative and spatial data on the transformation of the city, emerging architectural activities and the panorama of the schools of architecture and their interactions. The paper explores how the key components of learning environment are affected by the turbulence of dynamic relationships in such a vibrant atmosphere, while struggling with the rapid pace of the change of dynamics of education and education technologies and environment.
keywords	architecture education; city change ; ?stanbul; transformation
series	EAEA
email
last changed	2016/04/22 11:52

_id	sigradi2015_6.237
id	sigradi2015_6.237
authors	Thaler, Anelise; Fialho, Francisco Antônio Pereira
year	2015
title	Interaction design: Approach for user-centered educational games
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 1 - ISBN: 978-85-8039-135-0] Florianópolis, SC, Brasil 23-27 November 2015, pp. 223-230.
summary	Design current fetching constantly for products that satisfy the necessities increasing of the human being, conceives new products looking for to take care of the expectations of the users, of satisfactory, constant form that it is possible to connect in any place. It is possible still to create educative games that assist in the assimilation of new knowledge of trustworthy and constant form. The objective of this article is to raise the hypothesis of fetching constantly for products that motivate and satisfy the necessities increasing of the human being, conceives new products looking for to take care of the expectations of the satisfactory form. From this premise it is possible still to create educative games that assist in the assimilation of new knowledge of trustworthy and constant form from the satisfaction and motivation. However, the games have gained recognition as a half greater of what its original conception. The Games had entered in the context of the learning in areas as language, mathematics, science, computers, training, among others, with this development and ampler acceptance, the pure functions and right of games are gaining adoption expanded in applications non-game.
keywords	Interaction Design, Game Design, User-centered Design, Game Elements
series	SIGRADI
email
last changed	2016/03/10 10:01

_id	ecaade2015_237
id	ecaade2015_237
authors	Vrouwe, Ivo; Luyten, Laurens and Pak, Burak
year	2015
title	Teaching and Learning CAAD and CAM in a Fluid Era - Tools and Strategies for the Analysis and Synthesis of Ill-Defined Construction Problems
doi	https://doi.org/10.52842/conf.ecaade.2015.2.119
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 119-126
summary	In this paper we discuss a series of tools and strategies to support learner-centred construction education in the complexity of the era today (Bauman, 2000). By using these tools in the education of CAD and CAM in construction education at universities for the arts, design and architecture, we aim to support the student in the abstract aspects of Bloom's (1956) cognitive learning domain. In order to present a coherent spectrum of educational tools and strategies, we start with the introduction of a tool for problem-analysis. The tool is explained by applying it to the context of spatial design construction, digital design and fabrication. Then we shortly discuss the process of design-evaluation. Next we introduce three models for design-synthesis. Afterwards, a test case is used to elaborate on the different tools and strategies which are tested and evaluated.
wos	WOS:000372316000015
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=d75a9f02-6f80-11e5-bc83-9bf4aa35f970
last changed	2022/06/07 07:58

_id	ecaade2015_284
id	ecaade2015_284
authors	Wit, Andrew and Daas, Mahesh
year	2015
title	Memos from an Inconvenient Studio - Unsolicited Projects for Responsive Architectures
doi	https://doi.org/10.52842/conf.ecaade.2015.2.177
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 177-184
summary	Computation, robotics and intelligent building/fabrication systems are finding themselves ever more prevalent within both practice and education. The assimilation of these new tools and methodologies within the pedagogy of architectural education continues to gain greater importance as we perceive their rapid evolution and integration within surrounding emergent fields. Through the model of an Inconvenient Studio, this paper examines the intersection between interdisciplinary collaboration, architectural robotics and computation as a means of gaining a broader understanding of how the architectural learning environment can be transformed into a self-organizing system for emergent solutions. The pedagogical prototype for an Inconvenient Studio was broadly focused on the topics of architectural robotics and responsive architectures interpreted through a range of robotic technologies and their manifestations such as biomorphic, mechanomorphic, polymorphic and amorphic robotics. Through a set of three “Memos” (Self-Organization, Autonomy, Sentience), this paper will describe how students created innovative technology-driven think tanks that produced design entrepreneurs.
wos	WOS:000372316000022
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=e2614828-6e8c-11e5-90d3-5363f2e5743b
last changed	2022/06/07 07:57

_id	caadria2015_030
id	caadria2015_030
authors	Daas, Mahesh and Andrew Wit
year	2015
title	Pedagogy of Architectural Robotics
doi	https://doi.org/10.52842/conf.caadria.2015.003
source	Emerging Experience in Past, Present and Future of Digital Architecture, Proceedings of the 20th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA 2015) / Daegu 20-22 May 2015, pp. 3-12
summary	As computation and robotics become more prevalent in all aspects of architecture, their impact on education assumes greater importance. The paper presents the outcomes of a collaborative undergraduate architectural design studio that investigates the realms of architectural robotics and computation by stepping into the fecund intersections between multiple disciplines. The pedagogical prototype, Unsolicited: An Inconvenient Studio, broadly focused on the topics of robotics and responsive architectures. The notion of robotics was interpreted to include a range of robotic technologies and their formal manifestations in the form of biomorphic, mechanomorphic, polymorphic, and amorphic robots, and interactive architecture. Taught using a recently developed framework that focuses on self-organizing systems and the creation of innovative technology-driven design entrepreneurs rather than merely on the creation of designed artefacts, students found themselves not only innovating with new digital technologies but also bridging architecture, urbanism and computer science. The paper describes the pedagogy, processes, and outcomes of the studio.
keywords	Robotics; interactive architecture; pedagogy; innovation; studio.
series	CAADRIA
email
last changed	2022/06/07 07:56

_id	phd_MariadaPiedade_Ferreira
id	phd_MariadaPiedade_Ferreira
authors	Ferreira, Maria da Piedade
year	2015
title	Embodied Emotions: Observations and Experiments in Architecture and Corporeality
source	University of Lisbon
summary	This thesis is dedicated to the topic of the relationship between the Body and Architecture, in particular regarding the contemporary “embodied mind” theory. It includes a theoretical review on the topic based on the study of the different ways Architecture has followed the transformations that the views on the Body have endured throughout Western history, under the evolution and influence of different disciplines such as philosophy, technology, science, religion and art. Within this context, the thesis proposes a methodology based on performance arts, which explores the use of embodied practices in design education. Such a methodology aimed at testing how it is possible to influence users’ emotions using architectural space. The thesis argues that this can be achieved through a process of empathy between the users’ body and architectural space. To support this claim, the thesis presents a set of experiments undertaken in the context of architectural teaching. The results of such experiments were evaluated through the analysis of video and photo documentation, as well as through quantitative and qualitative data collected using emotion measurement tools and questionnaires, respectively.
keywords	Embodied Mind; Empathy; Performance Art
series	thesis:PhD
email
last changed	2017/10/17 11:33

_id	sigradi2015_13.181
id	sigradi2015_13.181
authors	Kato, Lucas; Braga, Rodrigo; Pazmino, Ana Veronica
year	2015
title	Educational kit for teaching robotics
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 738-745.
summary	The paper presents the kit of a robotic manipulator arm for teaching purposes, as a way to popularize robotics in space science and technology UFSC / Joinville, seeking to reach the public high school, technical and higher. As a result, the paper presents a robotic arm kit of low complexity with four degrees of freedom anthropomorphic type materialized via 3D printer, besides having similar functions to the arms used in industries such as teach function and a proposal to implement rectilinear movements, developed from handlers robot kinematics concepts.
keywords	Robotic Arm, Robotic, Education
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	sigradi2015_10.177
id	sigradi2015_10.177
authors	Angelo, Alex Garcia Smith; Manna, Ilaria La; Hernandez, Oscar; Valdiviezo, Marlon; Lastras, Alejandra Díaz de León; Salazar, Oscar Ivan Campo; Montezuma, Vanessa; Zubieta, Marco
year	2015
title	Fab Lab and Multiculturalism in Latin America: The Fab Lat Kids case and the project “Emosilla”
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 551-557.
summary	This paper expresses a lecture of the experience of an investigation carried by a group of Latin American Fab Labs dedicated to the promotion of the use of modeling, digital fabrication, and network communication as tools of educational and social development of children in latin culture. This study is based on online workshop typologies with a methodological perspective that included local technological adaptations, data gathering, and exchange of knowledge on the fab lab network.
keywords	Design, Digital Manufacturing, Society, Technology Learning, Collaborative Network
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2015_10.74
id	sigradi2015_10.74
authors	Angulo, Antonieta; Velasco, Guillermo Vásquez de
year	2015
title	Virtual Sketching: Instructional Low Resolution Virtual Reality Simulations
source	SIGRADI 2015 [Proceedings of the 19th Conference of the Iberoamerican Society of Digital Graphics - vol. 2 - ISBN: 978-85-8039-133-6] Florianópolis, SC, Brasil 23-27 November 2015, pp. 506-513.
summary	This research paper describes the implementation of virtual reality immersive simulation studios in academia, facilitated by the use of the “Virtual Sketching Method” (VSM). The VSM allows the basic expression of architectural forms and the perceptual experience of interior and exterior spaces. It fosters simulations based on render-less (low resolution) visualization in contrast to other simulation workflows based on render-more (high resolution) visualization techniques. It bridges between different types of media and supports iterative cycles of formulation, prototyping, and assessment. The paper reports on students’ learning outcomes and their qualitative correlation with the VSM usability and effectiveness in design learning.
keywords	Virtual Reality, Immersive Simulation, Spatial Design, Virtual Sketching, Design Instruction
series	SIGRADI
email
last changed	2016/03/10 09:47

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