David Fonseca

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

Abstract A mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.

Developing an augmented reality application in the framework of architecture degree

We describe the development, implementation and evaluation of an augmented reality (AR) application for mobile devices. It has been particularly intended to be used in educational environments. This application has been called U-AR, and is based on optical image recognition from real environment images, to act as markers. Once they are associated with virtual information (3D architectural models, in our case), the application allows viewing, scaling, and positioning it interactively and in real time. Some improvements have been implemented compared to existing commercial ones, such as the ability to view different models consecutively with a single marker and the possibility to move these computer-generated objects around the scene. The main objective was to assess the feasibility of using AR on mobile devices in educational environments. In addition we evaluated academic performance improvement using this technology. Validation was done through a case of study. It was carried out by Architecture students of the ETSAB, (UPC-Barcelona-Tech) outdoor. Results obtained by students architectural proposals, after using this technology, and by questionnaires responses, demonstrated the application suitability as a new tool to be used in learning processes.

Teaching case: applying gamification techniques and virtual reality for learning building engineering 3D arts

In this paper the researchers describe the use of gamification and virtual reality-enhanced learning in university engineering and architecture classes. Our goal is to increase student motivation and engagement through various technologies and learning methodologies based on game mechanics, called gamification, and the use of virtual reality. Gamification is used to engage students in the learning process and stretch their retention of the knowledge and skills received beyond a single lecture. Engagement is the main objective in applying gamification. The use of gamification and new technologies for enhancing the learning process will boost achievement in 3D architectural subjects for design, and convey and validate any architectural project. The researchers used virtual reality and software like Sketchfab, Unity, and Oculus Rift VR to enter virtual and immersive worlds that students used to enhance their architectural designs. To connect the technologies, the researchers used Unity for programming all the viewer behaviors and the virtual world interactivity. The researchers used Oculus Rift, a heads-up display for virtual reality with a high immersive presence, to design a pavilion and create a virtual island from scratch.

Construction Processes Using Mobile Augmented Reality: A Study Case in Building Engineering Degree

In this paper we describe the implementation and evaluation of an augmented reality (AR) application, on mobile devices. It’s based on optical images recognition from real environment, and it has been particularly intended to be used in educational environments. Some improvements have been implemented compared to existing commercial ones, such as the ability to compare and move different models consecutively with a single marker. The objective was to assess the feasibility of using AR on mobile devices in educational environments. In addition we evaluated academic performance improvement using this technology. Validation was done through a case of study where students were able to see a virtual construction process overlapped to real environments. It was carried out by Building Engineering students of the EPSEB (UPC-Barcelona-Tech). Results obtained by student’s PRE and POST test, and by questionnaires responses, demonstrated the application suitability as a new tool to be used in learning processes.

New Strategies Using Handheld Augmented Reality and Mobile Learning-teaching Methodologies, in Architecture and Building Engineering Degrees

In this paper we present “ML-AR” Practice Modules, in the field of Architecture and Building Engineering. They are alternative to traditional courses which are taught over a semester, and adapted to the student learning flow. In this case we used a particular technology such as Hand Held Augmented Reality (HHAR), to overlap virtual models on real scenes. Experience was limited to specific groups within four areas of undergraduate and master. In each case, specific Mobile Learning (ML) practices have been carried out. Each experimental group (EG) has been able to visualize a virtual model created by them or their teachers, in order to evaluate an architectural proposal or a construction detail, on site, as part of their own learning process. Students without the required devices, still in the ordinary course, configured the control group, (CG). Virtual models generation and augmented scenes preview on site, provided evaluation tools for better assessment and knowledge of student’s proposals prior to any intervention. In addition, tangible interaction and the abilitiy to modify and share their views also provided social skills and helped to create a self-formative process. Mobile devices and AR technology were used close to the students who show greater motivation and commitment in their didactic contents generation. Evaluation is based on academic performance improvement through study cases, by comparing the achievement of the overall objectives between the two groups (EG & GC). Relationship between performance and usability is also assessed. The experiments carried out confirmed our initial hypothesis, where Information and Communication Technologies (ICT) used in the web 3.0 environments, allow improving learning processes and reducing its temporality without previous experience at a very low cost. AR Technology in this area combined with Cloud computing development, creates a new paradigm of continuous training and self-learning though the use of AR technology.

Geo-located teaching using handheld augmented reality: good practices to improve the motivation and qualifications of architecture students

This work aims to evaluate the implementation of an augmented reality tool in the framework of architecture and building engineering education. It is based on a Geographical Positioning System to register virtual information on real space. Layar platform, for mobile devices, was used to visualize 3D models, which are linked to virtual information channels through a database and geo-located in their real position. The basis of this proposal is students’ innate affinity with friendly digital devices such as smart phones or tablets. Educational content visualization in real environments was found to help students to evaluate and share their own-generated architectural proposals and improve their spatial skills. The suggested method aims to improve access to 3D multimedia content on mobile devices and adapt it to all types of users and content. In addition, a usability analysis was carried out to demonstrate the feasibility and effectiveness of this technology in educational settings.

Visual Interfaces and User Experience: Augmented Reality for Architectural Education: One Study Case and Work in Progress

In this paper we present the first conclusions of an educational research project which seeks to evaluate, throughout the academic training period, and by the use of Augmented Reality (AR) technology, the graphic and spatial capabilities of undergraduate and master’s degree in architecture, construction, urbanism and design students. The project consists of twelve case studies to be carried out in several university centers. Currently, after the first case study has been finalised, it has been demonstrated that by combining the use of an attractive technology, to create dynamic photomontage for visual evaluation of virtual models in a real environment, and by the user-machine interaction that involves AR, students feel more motivated and the development and evolution of their graphic competences and space skills increased in shorter learning periods, improving their academic performance. For this experiment we have used mobile phones, laptops, as well as low cost AR applications.

Technological adaptation of the student to the educational density of the course. A case study

The main objective of this study was to assess the degree of students adaptation to two types of courses on applications of architectural spatial representation. With the same semester lengths, the first proposal involved lectures on 45 applications, whereas the second covered approximately 20 applications, all of which were focused on the three-dimensional (3D) representation of the architectural project. Both proposals were based on applications and technological innovations that allow better use of active learning, which is the basis of architectural education. After an initial study of the students profiles and motivations, both courses were implemented (throughout the 20142015 academic year), and quantitative and qualitative data were collected. This mixed approach provided us with a better understanding of the results of students motivation and satisfaction. It also allowed us to evaluate the extent to which they adapted to the designed proposals and how our proposal affected the pace and number of the applications presented throughout the two courses. Students adaptation in front of high vs. low density course.Technological innovations for 3D architectural projects representation.Mixed method analysis for usability studies.Technological skills and student motivation assessment.Relation of technological students profile with their technological behavior.

Architectural geo-E-learning: geolocated teaching in urban environments with mobile devices: a case study and work in progress

This work addresses the implementation of a mobile Augmented Reality (AR) browser on educational environments. We seek to analyze new educational tools and methodologies, non-traditional, to improve students’ academic performance, commitment and motivation. The basis of our claim lies in the skills improvement that students can achieve thanks to their innate affinity to digital media features of new Smartphones. We worked under the Layar platform for mobile devices to create virtual information channels through a database associated to 3D virtual models and any other type of media content. The teaching experience was carried out with Master Architecture students, and developed in two subjects focused on the use of ICT and Urban Design. We call it Geo-elearning because of the use of new eLearning strategies and methodologies that incorporate geolocation, allowing receiving, sharing, and evaluate own-generated student’s proposals, on site.

Motivation assessment in engineering students using hybrid technologies for 3D visualization

This paper describes the integration of hybrid interfaces in the workflow using three-dimensional models, and presents the results of a preliminary study based on the profile and the student motivation. The study is conducted with first year Building Engineering degree students in order to use mobile technologies, augmented reality (AR) and digital sketching (DS) in different case studies. The resources developed combine traditional methods with interactive visualization of building and civil virtual models using mobile devices to show this type of content with the purpose of enhancing the students visualization and their spatial skills and motivation. We have used a mixed method research with quantitative evaluations, and personal qualitative assessment. The conclusions show us a positive student motivation to use this technology and the preliminary results show us an improvement of their academic results.