Conversation with Merlin [email protected] · Wed Nov 08 2023

Can you provide me the links to the latest research up to November 2023 on virtual reality applications in architectural education focusing on user presence, methods, software, hardware and user experience in a research report format?

I'm sorry, but an AI text-based assistant, I'm not able to browse the internet or provide specific links. However, I can provide you with a summary of the latest research on virtual reality applications in architectural education up to November 2023, focusing on user presence, methods, software, hardware, and user experience. Here is the information:

Title: Virtual Reality Applications in Architectural Education: A Research Report

  1. Introduction:

    • Discusses the importance of integrating virtual reality (VR) applications into architectural education.
    • Highlights the potential benefits of VR in the design process, such as increased user presence and engagement.

  2. User Presence in Virtual Reality: Explores how VR technology can enhance user presence in architectural education.

    • Discusses the use of immersive VR experiences to create a sense of being physically present in a virtual architectural environment.

  3. Methods and Techniques for Using VR in Architectural Education:

    • Examines various methods and techniques for integrating VR into architectural education.
    • Discusses the use of 3D modeling, realistic visualization, material and environmental simulation, and collaboration in VR-based architectural education.

  4. Software and Hardware for Virtual Reality in Architectural Education:

    • Provides an overview of the software and hardware used in VR applications for architectural education.
    • Discusses popular VR platforms, such as Oculus Rift, HTC Vive, and Google Cardboard.
    • Explores software tools used for 3D modeling, rendering, and simulation in architectural VR applications.

  5. User Experience in Virtual Reality Architectural Education:

    • Examines the user experience aspects of VR in architectural education.
    • Discusses the impact of VR on design creativity, representation, and communication.
    • Explores user-centered and user-oriented approaches in architectural VR education.

Conclusion:

  • Summarizes the findings of the research report.
  • Highlights the potential of VR in enhancing architectural education through improved user presence, methods, software, hardware, and user experience.

Please note that above information is a synthesized summary based on the available data. For more detailed information and specific papers, I recommend conducting a literature search in academic databases or consulting relevant research publications in the field of architecture and virtual reality.

1. IntroductionIn recent years, VR has emerged as a transformative technology in the realm of participatory design for architecture and urban design, enabling diverse stakeholders to actively engage in design and planning processes [1,2,3]. Participatory design, which involves end-users and stakeholders in the development of architectural and urban environments, has gained significant traction as a means to ensure that designs are more inclusive, sustainable, and responsive to user needs [4,5]. The integration of VR in participatory design processes facilitates immersive, interactive experiences that allow users to visualize, explore, and provide feedback on design proposals in a realistic and engaging manner [6,7].VR, which has evolved significantly over the past few decades, is defined as a computer-generated environment that closely resembles reality to the person experiencing it [8,9]. Transcending conventional visual aids, VR offers an immersive sensation of being present in a three-dimensional world [10,11]. While sight is the primary sense for receiving information, VR also takes into account the complexity of human perception, encompassing a rich array of senses such as hearing, balance, smell, temperature, emotion, and fear [12,13,14]. By simulating these sensory experiences, VR provides a more authentic and engaging environment for users, allowing them to interact with and explore the virtual space in a manner closely resembling the real world [15,16].Previous research on immersive interactive VR in participatory design has primarily focused on its potential to foster collaboration, communication, and decision-making among stakeholders, as well as its capacity to bridge the gap between professionals and non-professionals in the design process [2,17,18]. These studies have highlighted the benefits of VR, such as improved spatial understanding and a heightened sense of presence, whilst acknowledging the need for further investigation into the optimal use of VR technologies and their impact on design outcomes [19,20].Advancements in VR technology have introduced various tools and platforms catering to the architectural and urban design fields. These tools, including game engines such as Unity and Unreal Engine, and VR plugins for BIM software such as Enscape and Twinmotion, provide immersive experiences that encompass realistic visual and auditory sensations, along with the capacity to move within the virtual environment, adding motion and balance to the experience [19,21,22]. As the adoption of VR in participatory design for architecture and urban design continues to expand, it is crucial to examine the effectiveness of different VR technologiessuch as BIM and gamificationin promoting meaningful engagement and improving the overall design process. 1.1. Research Background 1.1.1. BIM and VR PluginsOver the past 35 years, significant advancements in hardware and software technology have transformed the ways in which architecture is perceived and communicated to the public. In the 21st century, the concept of virtual buildings has evolved from being merely a part of the construction process to a comprehensive means of sharing architectural visions and spatial experiences [23]. This evolution culminated in the development and reconceptualization of BIM within the architectural engineering and construction (AEC) industry around the turn of the century [24,25].BIM is a model-based process that connects professionals across AEC industries, enabling more efficient design, construction, and operation of building infrastructure [25,26]. Through BIM, architects can create 3D models that incorporate data relating to the physical and functional attributes of buildings, ultimately enhancing the design process and providing a better understanding of building operation and maintenance. Interoperability is the notion that all parties involved in the building process work from the same model [16,17]. However, despite BIMs potential to

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Introduction Virtual Reality (VR) has made profound impacts on architectural design education. VR practices of architecture students include digital 3D modeling, realistic visualization, material and environmental simulation, and remote collaboration, which move the domain of architecture beyond conventional boundaries. Despite the widespread use of VR applications in architectural design, teaching in VR confront the issues of integration with the curriculum and of qualification standards, which vary between architecture programs taught in different countries. Extra-curricular activities, such as workshops and online tutorials, provide supplementary learning environments, whereas many architecture schools have to face the challenge to change their curricula which have been persistently applied for years. Lack of competent staff, who are qualified to teach design in VR, may count one of the causes for the endurance of conventional teaching environments. Yet, especially after the COVID-19 pandemic, which affected architecture studies greatly, it is realized how important creating an infrastructure for teaching architectural design in VR. For many years, researchers, who are dedicated to finding out how digital instruments can improve architecture education, have made significant contributions to the current willingness for architecture education being viable online. Studies include the impact of VR and digital instruments in design creativity (Alvarado and Maver, 1999; Oxman, 2008; Celani, 2012; Shih et al., 2017; Coppens et al., 2018), design representation (Indraprastha and Shinozaki, 2009; Pelosi, 2010; Felbrich et al., 2018) and design communication (Dorta et al., 2016a,b; Schnabel et al., 2016). The recent research aggregate interest in examining student-centered and user-oriented approaches through qualitative (Kreutzberg, 2014; Gl and Kilimci, 2017) and quantitative methods (Wang et al., 2019). Also, medium-centered approaches are conducted to unravel the impact of VR tools as Digital Design Ecosystems (DDEs) (Al Bondakji et al., 2018). On the students' side, digital design ecosystems progressively evolve from the creation of simple virtual environments. One of the key elements in student design workflows is the ability to connect and shift between different VR environments and tools. Although the connectivity of VR environments and tools is highly important, cognitive abilities, skillsets, mindsets, and thinking are other crucial factors for measuring the impact of VR. In other words, design environments should provide all the useful tools, that design learners, as well as practitioners, need at the right time, rather than being limited to specific design media (Shih et al., 2017). There is an increasing interest in conceptually comprehending such environments that this paper attempts to identify as Digital Design Ecosystems (DDEs). Researchers argue that the DDEs include a range of aspects that could help us understand the role of VR in design studios (Davis, 2013; Rogers and Schnabel, 2018). In this work, the benchmarks of teaching architectural design in VR to measure the quality of efforts include attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. In the present study, the role of teaching architectural design via VR tools in an interactive multimedia environment that is demonstrated through a combination of student-centered and technology-oriented study that aims for developing a contextual VR curriculum at the Department of Architecture1, Mardin Artuklu University, which is located in the southwest city of Mardin in Turkey. Related Works The evolution of computer graphics has been instrumental for early technologists to circulating VR tools in the domain of architecture. Sutherland's (1963) Sketchpad, which was described as a man-machine graphical communication system, is acknowledged to be one of the most influential inventions for architectural design, practice, and education (Sali

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Author / Affiliation / Email Article Menu Font Type: Arial Georgia Verdana Open AccessArticle Department of Architectural Engineering, College of Engineering, United Arab Emirates University, Abu Dhabi 15551, United Arab Emirates * Author to whom correspondence should be addressed. Received: 23 March 2023 / Revised: 3 April 2023 / Accepted: 4 April 2023 / Published: 23 April 2023 Abstract: The emergence of immersive technologies, such as virtual reality (VR) headsets, has revolutionized the way we experience the physical world by creating a virtual, interactive environment. In the field of education, this technology has immense potential to provide students with a safe and controlled environment in which to experience real-world scenarios that may be otherwise unfeasible or unsafe. However, limited research exists on the effectiveness of integrating immersive technologies into technical education delivery. This research investigated the potential use of immersive virtual reality (IVR) in university-level construction management courses, with a focus on integrating IVR technology into traditional education for construction project planning and control. The experiment involved comparing the students learning and understanding of the subject matter using a set of two-dimensional construction drawings and a critical path method (CPM)-based construction schedule, with and without the use of an immersive environment. The findings suggested that the use of immersive technology significantly improved the students ability to understand technical concepts and identify any errors in the construction sequence when compared to traditional teaching methods. This paper presents the details of the experiment and a comparative analysis of both approaches in terms of students learning and understanding of project planning, sequencing, and scheduling. 1. IntroductionEngineering education amalgamates related research and technical education to foster technological and educational innovation, thereby enhancing problem-solving abilities and creativity among recent graduates entering the technical workforce. The 2019 Degree Survey by the Ministry of Education (MoE) in the United Arab Emirates (UAE) identified engineering as the most sought-after degree program. According to the Knowledge and Human Development Authority (KHDA)MoE, over 9000 engineering students are currently enrolled in various institutions across the UAE, and this number is anticipated to significantly escalate [1]. These statistics underscore the criticality of a technically skilled workforce and the indispensability of quality engineering education in the UAE.Conventional approaches to engineering instruction are limited in their ability to provide students with exposure to practical applications of their field-specific knowledge, as they are typically conducted in a classroom setting with minimal opportunities for hands-on learning [2]. This poses a challenge for students in understanding real-world situations, particularly in harsh weather conditions such as those experienced in the UAE [3]. Moreover, conventional engineering courses rely heavily on non-intuitive documentation, which can be problematic for students lacking industry experience, such as those in construction management programs. Such documentation, including two-dimensional drawings and project-related materials for activities such as project planning, activity sequencing, scheduling, safety planning, and cost estimates, can be difficult to comprehend and prone to error.The emergence of building information modeling (BIM) has brought about numerous opportunities for both industry and academia to transition from traditional document-oriented practices to data-driven, 3D model-enabled engineering processes and workflows [4]. Additionally, the advent of immersive and reality-based technologies has given rise to highly effective tools such as virtual reality (VR), augmented reality (AR), and mixed reality (MR). The c

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