Virtual Reality: Implications for the Improvement of Teaching and Learning in Architecture Design Studio

Abstract

The advancements in Information and Communication Technology (ICT) are reshaping the architectural design studio teaching and design practices. The digital-imperative to switch from analog to digital mode has already begun to manifest itself at the schools of design. This paper introduces the application of two approaches representing various dimensions of revitalizing architectural design studio teaching using ICT: a paperless design studio and collaborative virtual design studio. The paper reflects on the practical implementations of these two approaches including the design process, communication and presentation, studio pedagogy, and students’ learning. The next step ahead for architectural design studio teaching in which ICT acts as a partner is introduced. Virtual reality is a technological breakthrough that stimulates reality perception. Virtual reality is a new technology that merges the virtual and real worlds and offers support for the architectural design process. Technologies are important tool to conceptualize and implement by making a concrete contribution. Several digital interfaces had been developed over the years that utilize the Virtual reality technologies for visualizing the architectural project digitally in an interactive manner. This paper presents the actual simulation possibilities and challenges of Virtual reality in the field of experiencing the design process. It also describes a study of user perception in a customized environment by proposing with the aim of promoting innovativeness and real time simulation. The research focuses on how virtual reality can be effective for the architecture students in improving their designs. An experiment was done with the students to see how they respond to Virtual Reality in perceiving 2-dimensional to 3-dimensional. The virtual design studio established the fact of skill development among students for better perception. This paper will evaluate the effectivity of VR and pose some questions which we, as teachers, should address if we are to use the experience of a VR to the students’ advantage.