XR Experience in Architectural Design Studio Education: A Systematic Literature Review

Yıl 2024, , 153 - 167, 20.07.2024

Ayşegül Kıdık , Burak Asiliskender

https://doi.org/10.46474/jds.1472518

Öz

Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually.

This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE.

The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis.

The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.

Anahtar Kelimeler

Architectural Design Education, XR technologies, XR integration in architectural education, Extented reality, Quality education

Kaynakça

• Abu Alatta, R., Freeman, A., (2017). Investigating the effect of an immersive virtual environment on enhancing spatial perception within the design process. Archnet-IJAR. 11, 219–238. doi:10.26687/archnet-ijar.
• Ayer, S.K., Messner, J.I., Anumba, C.J., (2016). Augmented reality gaming in sustainable design education. Journal of Architectural Engineering, 22(1): 04015012. doi:10.1061/(ASCE)AE.1943-5568.0000195.
• Akyıldız, C.E., (2020). Bir öğrenme Ortami olarak Tasarim Stüdyosu: Maltepe üniversitesi Tasarim Stüdyosu 1 Deneyimi. Turkish Online Journal of Design Art and Communication, 10(4), 389-407.
• Crowther, P., (2013). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design. 6 (3), 18-28. doi:10.5204/jld.v6i3.155.
• Darwish, M., Kamel, S., Assem, A., (2023). Extended reality for enhancing spatial ability in architecture design education. Ain Shams Engineering Journal, 14 (6), 102104. doi:10.1016/j.asej.2022.102104.
• Dutton, T.A., (1987). Design and Studio Pedagogy. Journal of Architectural Education 41, 16–25. doi:10.1080/10464883.1987.10758461.
• Fonseca, D., Redondo, E., Valls, F., Villagrasa, S., (2017). Technological adaptation of the student to the educational density of the course. A case study: 3-D architectural visualization. Computers Human Behavior, 72 (3), 599–611. doi:10.1016/j.chb.2016.05.048.
• Fonseca, D., Valls, F., Redondo, E., Villagrasa, S., (2016). Informal interactions in 3D education: citizenship participation and assessment of virtual urban proposals. Computers in Human Behavior. 55, 504–518. doi:10.1016/j.chb.2015.05.032.
• Hopfenblatt, J., Balakrishnan, B., (2018). The “nine-square grid” revisited: 9-cube VR – an exploratory virtual reality instruction tool for foundation studios in Learning, Adapting, and Prototyping. Proceedings of the 23rd International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). Hong Kong, 463–471.
• Huang, X., White, M., Burry, M., (2018). Design globally, immerse locally: A synthetic design approach integrating agent-based modeling with virtual reality in Learning, Adapting, and Prototyping. Proceedings of the 23rd International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). Hong Kong, 473–482.
• Kharvari, F., Hohl, W., (2019). The role of serious gaming using virtual reality applications for 3D architectural visualization. 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games); vol 2019. Institute of Electrical and Electronics Engineers Inc (Institute of Electrical and Electronics Engineers):1–2. doi:10.1109/VS-Games.2019.8864576.
• Kharvari, F., Kaiser, L.E., (2022). Impact of extended reality on architectural education and the design process. Automation in Construction, 141:104393. doi:10.1016/j.autcon.2022.104393.
• Llorca, J., Zapata, H., Redondo, E., Alba, J., Fonseca, D., (2018). Bipolar laddering assessments applied to urban acoustics education. Advances in Intelligent Systems and Computing Trends and Advances in Information Systems and Technologies. 287–297. doi:10.1007/978-3-319-77700-9_29.
• Lu, Y., Ishida, T., (2020). Implementation and evaluation of a high-presence interior layout simulation system using mixed reality. Journal of Internet Services and Information Security (JISIS), 10 (1), 50-63 DOI: 10.22667/JISIS.2020.02.29.050
• Nisha, B., (2019). The pedagogic value of learning design with virtual reality. Educational Psychology, 39(10), 1233–1254.https://doi.org/10.1080/01443410.2019.1661356
• Özgen, D.S., Afacan, Y., Sürer, E., (2021). Usability of virtual reality for basic design education: a comparative study with paper-based design. International Journal of Technology and Design Education, 31(2), 357-377, DOI: 10.1007/s10798-019-09554-0
• Paes, D., Arantes, E., Irizarry, J., (2017). Immersive environment for improving the understanding of architectural 3D models: comparing user spatial perception between immersive and traditional virtual reality systems. Automation in Construction, 84, 292–303. doi:10.1016/j.autcon.2017.09.016.
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. *BMJ, 372*, n71. https://doi.org/10.1136/bmj.n71
• Petticrew, M., Roberts, H., (2006). Systematic Reviews in the Social Sciences: A Practical Guide. Blackwell Publishing.
• Reffat, R., (2007). Revitalizing architectural design studio teaching using ICT: reflections on practical implementations. International Journal of Education and Development using Information and Communication Technology. (IJEDICT), 3(1), 39-53.
• Sánchez Riera, A., Redondo, E., Fonseca, D., (2015). Geo-located teaching using handheld augmented reality: good practices to improve the motivation and qualifications of architecture students. Universal Access in the Information Society. 14, 363–374 (2015). https://doi.org/10.1007/s10209-014-0362-3
• Sopher, H., Fisher Gewirtzman, D., Kalay, Y.E., (2019). Going immersive in a community of learners? Assessment of design processes in a multi-setting architecture studio. British Journal of Educational Technology. 50, 2109–2128. doi:10.1111/bjet.12857.
• Spitzer, B.O., Ma, J.H., Erdogmus, E., Kreimer, B., Ryherd, E., Diefes-Dux, H., (2022). Framework for the use of extended reality modalities in AEC Education. Buildings. 12, 2169. doi:10.3390/buildings12122169.
• Sun, C., Xu, D., Daria, K., Tao, P.A., (2017). “bounded adoption” strategy and its performance evaluation of virtual reality technologies applied in online architectural education, in Protocols, Flows, and Glitches. Proceedings of the 22nd International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA). Hong Kong: 43–52.
• Valls, F., Redondo, E., ánchez, S. A., Fonseca, D., Villagrasa, S., Navarro, I., (2017). Simulated environments in architecture education. Improving the student motivation, in Advances in Intelligent Systems and Computing, Springer, 235–243. doi:10.1007/978-3-319-56541-5_24.
• Valls, F., Redondo, E., Fonseca, D., Garcia-Almirall, P., Subir, ́J., (2016). Videogame technology in architecture education. In: Lect Notes Comput Sci Kurosu M, ed., Human-Computer-Interaction. Novel User Experiences. HCI. 436–447. doi:10.1007/978-3-319-39513-5_41.
• Yoon, S., Chandrasekera, T., (2015). Adopting Augmented Reality in Design Communication: Focusing on Improving Spatial Abilities. International Journal of Architectonic, Spatial and Environmental Design. 9(1), 1–14. doi:10.18848/2325-1662/CGP/v09i01/38384.
• Zhang, C., Chen, B., (2019). Enhancing Learning and Teaching for Architectural Engineering Students using Virtual Building Design and Construction. Higher Education Studies, 9(2), 45-56. doi:10.5539/hes.v9n2p45.