Abstract
Spatial visualisation skills and interpretation are critical in the design professions but are difficult for novice designers. There is growing evidence that mixed reality visualisation improves learner outcomes, but often these studies are focused on a single media representation and not on a comparison between media and the underpinning learning outcomes. Results from recent studies highlight the use of comparative visualisation pedagogy in design through learner reflective blogs and pilot studies with experts, but these studies are limited by expense and designs familiar to the learner. With increasing interest in mobile pedagogy, more assessment is required in understanding learner interpretation of comparative mobile mixed reality pedagogy. The aim of this study is to do this by evaluating insights from a first-year architectural design classroom through studying the impact and use of a range of mobile comparative visualisation technologies. Using a design-based research methodology and a usability framework for accessing comparative visualisation, this paper will study the complexities of spatial design in the built environment. Outcomes from the study highlight the positives of the approach but also the improvements required in the delivery of the visualisations to improve on the visibility and visual errors caused by the lack of mobile processing. Published: 27 November 2018 This paper is part of the Special Collection Mobile Mixed Reality Enhanced Learning , edited by Thom Cochrane, Fiona Smart, Helen Farley and Vickel Narayan. More papers from this collection can be found here Citation: Research in Learning Technology 2018, 26 : 2128 - http://dx.doi.org/10.25304/rlt.v26.2128
Highlights
Three-dimensional (3D) spatial design skills (Wu and Chiang 2013) and lighting interpretations (Webb 2006) are critical in the design professions
The aim of this paper is to evaluate these insights from the assessment of a firstyear architectural design classroom by studying the impact and use of a range of comparative visualisation technologies including traditional method as well as nonmobile and mobile mixed reality (MR) approaches
The four steps of the design-based research (DBR) methodology (Figure 2) detailed by Reeves (2006) were followed through the analysis of the problem and design of the simulation solution. This was followed by the iterative implementation of that solution into an architectural design classroom by a discipline expert practitioner, positioned to evaluate the effectiveness of the solution, who provided detailed feedback on the design in a pilot study (Birt, Hovorka, and Nelson 2015) that was informed by earlier work by Birt and Hovorka (2014), which studied the application of comparative MR in a multimedia classroom
Summary
Three-dimensional (3D) spatial design skills (Wu and Chiang 2013) and lighting interpretations (Webb 2006) are critical in the design professions They allow designers to make informed evaluations regarding designs in terms of quality, character, performance and user-comfort levels. It is suggested that these types of new learners are shifting the institutional view of students from didactic consumers to partners in learning (Bryson 2016; Cook-Sather, Bovill, and Felten 2014). In this way, MR has the potential to provide a new approach for dealing with these learners (Bacca et al 2014). More research attention is required to identify the appropriate technology media affordances (Dalgarno and Lee 2010) and pedagogical learning design associated to the media visualisation (Ocepek et al 2013)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
