| authors |
Kalisperis, L.N., Otto, G., Muramoto, K., Gundrum, J.S., Masters, R. and Orland, B. |
| year |
2002 |
| title |
Virtual Reality/Space Visualization in Design Education: The VR-Desktop Initiative |
| source |
Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 64-71 |
| doi |
https://doi.org/10.52842/conf.ecaade.2002.064
|
| summary |
Although virtual reality (VR) is a fast-growing field, utilization of its potential within an affordable environment in the early years of architectural education has been limited. Currently, we are in the process of exploring the educational potential of virtual reality in the creation and understanding of space as a set of dynamic volumes that can be experienced. The VR-Desktop initiative is an effort to bring the salient features of projection-based VR to second-year architecture students in a way that is more generally accessible than the many canonical, first-generation, projection-based VR systems. The VR-Desktop has been implemented in the teaching of the architectural design studio in the second year of a fiveyear curriculum, as part of the physical architectural studio. Through the VR-Desktop system in the studio, students immediately start working in an immersive environment. They create space by manipulating solids and voids while evaluating the anthropometric relations of the proposed solution. The students are able to study and test conceptual details in a virtual environment from the very beginning of their architectural design project. In order to assess student perception of the usefulness of various system attributes for diverse tasks, we have begun a usability study. Thirty-five surveys were collected from the students who had used the lab during the two semesters for which the two-screen system was available. Preliminary observations indicate that within the architectural context, virtual reality techniques involving depth perception can convey relevant information to students more efficiently and with less misrepresentation than traditional techniques. This paper suggests that full field of view, motion, stereoscopic vision, and interactivity are possible components of the 3D visualization techniques that are necessary to enhance architectural education |
| series |
eCAADe |
| email |
|
| full text |
 file.pdf (199,744 bytes) |
| references |
Content-type: text/plain
|
Albert, W., Resnisk, R. and Reusmans, J. (1999)
 Learning relative directions between landmarks in a desktop virtual environment
, Spatial Cognition and Computation, 1, pp. 131-144
|
|
|
|
|
Hillis, K. (1999)
Digital Sensations: Space, Identity, and Embodiment in Virtual Reality
, University of Minnesota Press, Minneapolis, Minnesota
|
|
|
|
|
Kalisperis, L.N. and Pehlivanidou-Liakata, A. (1998)
Architectural design studio: digital and traditional
, Computers in Design Studio Teaching, Leuven, Belgium, pp. 73-81, November 1998
|
|
|
|
|
Mallot - Hanspeter, A. and Gillner, S. (1998)
Navigation and acquisition of spatial knowledge in a virtual maze
, Journal of Cognitive Neuro-Science, 10, pp. 445-463
|
|
|
|
|
Mallot - Hanspeter, A. and Gillner, S. (2000)
Route navigating without place recognition: what is recognized in recognition-triggered responses?
, Perception, 29, pp. 43-55
|
|
|
|
|
Orford, S., Harris, R. and Dorling, D. (1999)
Geography: information visualization in the social sciences
, Social Sciences Computer Review, 17(3), pp. 289-304
|
|
|
|
|
Van Dam, A., Forsberg, A., Laidlaw, D., La Viola, J. and Simpson, R. (2000)
Immersive VR for scientific visualization
, IEEE Computer Graphics and Applications, 20(6), pp. 26-52
|
|
|
|
| last changed |
2022/06/07 07:52 |
|
