Ernest Redondo

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.

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.

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.

Videogame technology in architecture education

Videogame technology is quickly maturing and approaching levels of realism once reserved to 3D rendering applications used in architecture, in real-time and with the capacity to react in real-time to user input. This paper describes an educational experience using videogame technology in architecture education, exploring its applicability in the field in architecture compared to more traditional media. A prototype application modeling a proposed urban space was developed using Unreal Engine and a group of architecture students were asked to use the software to navigate the virtual environment. The development process of the applications is discussed as well as the design of the survey to assess the participants’ experience in four key areas (a) player profile, (b) experience using the beta version, (c) use of videogame technology as an educational tool, and (d) applicability of game engines in Architecture.

Engineering teaching methods using hybrid technologies based on the motivation and assessment of student's profiles

This paper describes the evolution and integration of hybrid interfaces in the visualization of 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 and second year Building Engineering degree students in order to incorporate the augmented reality technology in different subjects and case studies. The resources developed combine traditional methods with interactive visualization of complex virtual models and mobile systems to present this type of content with the purpose of enhancing the students visualization and spatial analysis skills and their motivation. We have used a mixed method research with quantitative evaluations (using a pre and post-test), and personal qualitative assessment (using the Bipolar Laddering technic) to further strengthen the results. In general, the student motivation to use this technology at classroom is positive and the preliminary results show us an improvement of their academic results, a confirmation of the adequacy of the method.

Mobile learning en el ámbito de la arquitectura y la edificación. Análisis de casos de estudio

This educational research focuses on the use of mobile learning (m-learning) in the field of Architecture and Building Construction. It was conducted at various levels of university teaching (bachelor’s and master’s degree courses) to assess the integration of augmented reality (AR) technology on mobile devices. Several cases employing different strategies were studied. These strategies ranged from using Quick Response (QR) codes or specific markers to download multimedia content created by the students, to 3D georeferencing models that allowed information to be visualised, adjusted and assessed on site. Specific practical exercises were therefore designed for different topics, where the two most common forms of registering were tested (optical image recognition and GPS positioning). Light integration at the scene was also addressed. Owing to the high cost and limited availability of these devices, experimental groups made up of small numbers of students were formed so that devices could be shared if necessary. Improvement in academic performance and system usability were assessed in each specific case using standardised questionnaires, and the results were compared to those obtained for the control group students. The results show that these devices have become an effective, efficient and satisfactory tool for the use of hand-held AR technology.ResumenEn esta investigación educativa nos hemos centrado en el uso del aprendizaje móvil (ML) en el campo de la arquitectura y la construcción. Se llevó a cabo en distintos niveles de la enseñanza universitaria de grado y de máster, a fin de evaluar la integración de la tecnología de la Realidad Aumentada (RA) en dispositivos móviles. Se han realizado varios estudios de caso, en los que se han abordado diferentes estrategias, que van desde el uso de los códigos QR (quick reference) o marcadores específicos para descargar contenidos multimedia generados por los estudiantes tales como los modelos 3D georeferenciados para ser ajustados y evaluados en el lugar. Por lo tanto, se diseñaron prácticas específicas en el marco de diferentes temas, donde los dos tipos más comunes de registro han sido probados (reconocimiento óptico de imagen y posicionamiento GPS). También se ha abordado la integración de la luz en la escena. Debido al alto costo y a la disponibilidad limitada de estos dispositivos, hemos creado grupos experimentales con pocos alumnos que comparten, si es necesario, los terminales. La mejora del rendimiento académico y la manejabilidad de los sistemas han sido evaluadas en cada caso específico utilizando cuestionarios estandarizados, en comparación con el grupo de estudiantes de control. Los resultados muestran que estos dispositivos se han convertido en una herramienta eficaz, eficiente y satisfactoria para el uso de esta tecnología móvil, la RA en su versión (hand-held) manejable a mano.This educational research focuses on the use of mobile learning (m-learning) in the field of Architecture and Building Construction. It was conducted at various levels of university teaching (bachelor’s and master’s degree courses) to assess the integration of augmented reality (AR) technology on mobile devices. Several cases employing different strategies were studied. These strategies ranged from using Quick Response (QR) codes or specific markers to download multimedia content created by the students, to 3D georeferencing models that allowed information to be visualised, adjusted and assessed on site. Specific practical exercises were therefore designed for different topics, where the two most common forms of registering were tested (optical image recognition and GPS positioning). Light integration at the scene was also addressed. Owing to the high cost and limited availability of these devices, experimental groups made up of small numbers of students were formed so that devices could be shared if necessary. Improvement in academic performance and system usability were assessed in each specific case using standardised questionnaires, and the results were compared to those obtained for the control group students. The results show that these devices have become an effective, efficient and satisfactory tool for the use of hand-held AR technology. En esta investigación educativa nos hemos centrado en el uso del aprendizaje móvil (ML) en el campo de la arquitectura y la construcción. Se llevó a cabo en distintos niveles de la enseñanza universitaria de grado y de máster, a fin de evaluar la integración de la tecnología de la Realidad Aumentada (RA) en dispositivos móviles. Se han realizado varios estudios de caso, en los que se han abordado diferentes estrategias, que van desde el uso de los códigos QR (quick reference) o marcadores específicos para descargar contenidos multimedia generados por los estudiantes tales como los modelos 3D georeferenciados para ser ajustados y evaluados en el lugar. Por lo tanto, se diseñaron prácticas específicas en el marco de diferentes temas, donde los dos tipos más comunes de registro han sido probados (reconocimiento óptico de imagen y posicionamiento GPS). También se ha abordado la integración de la luz en la escena. Debido al alto costo y a la disponibilidad limitada de estos dispositivos, hemos creado grupos experimentales con pocos alumnos que comparten, si es necesario, los terminales. La mejora del rendimiento académico y la manejabilidad de los sistemas han sido evaluadas en cada caso específico utilizando cuestionarios estandarizados, en comparación con el grupo de estudiantes de control. Los resultados muestran que estos dispositivos se han convertido en una herramienta eficaz, eficiente y satisfactoria para el uso de esta tecnología móvil, la RA en su versión (hand-held) manejable a mano.