| id |
ecaade2022_30 |
| authors |
Sopher, Hadas, Casakin, Hernan and Gero, John S. |
| year |
2022 |
| title |
Effect of Immersive VR on Student-Tutor Interaction in Design Crits |
| doi |
https://doi.org/10.52842/conf.ecaade.2022.1.123
|
| source |
Pak, B, Wurzer, G and Stouffs, R (eds.), Co-creating the Future: Inclusion in and through Design - Proceedings of the 40th Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2022) - Volume 1, Ghent, 13-16 September 2022, pp. 123–132 |
| summary |
Immersive Virtual Reality (iVR) systems form a representational medium for student-tutor collaboration in studio crits through a shared presence in a life scale display of the design, making them relevant for design crits where students and tutors interact in developing a solution to a design problem. iVRs are known to support design activity. However, research focusing on the impact of iVRs on student-tutor interaction is scarce, creating a gap in integrating these systems as educational settings. In response, this research analyzes a natural case study of student-tutor interaction in two architecture studio crits that used the iVR and non-immersive media. We employed the Function- Behaviour-Structure ontology to track the design issues generated for each medium. Further analysis identified the distribution of cognitive effort measured by problem- solution indexes. Preliminary results show large differences when using the two media: The iVR was found to support a higher frequency of solution-focused issues generated by the student and to maintain a lower Problem-Solution Index for the student than for the tutor, serving as an empirical foundation for further research on the effects of deploying this technology in the design studio. |
| keywords |
Immersive VR, Studio, Design Cognition, FBS, Student-Tutor Interaction |
| series |
eCAADe |
| email |
|
| full text |
 file.pdf (772,313 bytes) |
| references |
Content-type: text/plain
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| last changed |
2024/04/22 07:10 |
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