Francesc Valls

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.

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.

E-Learning and Serious Games

La publicacio final esta disponible a Springer a traves del http://dx.doi.org /10.1007/978-3-319-20609-7_59The complexity of urban processes needs professionals trained in understanding and managing the design of its spaces and the implementation of urban policies. This paper discusses an educational methodology to complement the standard Project-Based Learning approach with an experience using serious games with gamification elements to stimulate critical thinking in urban planning and urban design students, to promote designing spaces more adaptable and usable for a wide range of users and situations of public life. The proposed methodology uses five “mini games” that place students in different situations: (1) finding an unknown landmark, (2) reaching goal avoiding obstacles, (3) navigating with artificial lighting, (4) simulating the point of view of a person with a disability, and (5) simulating group behaviour. As a secondary objective the experience will track the participants’ behaviour to extract data to be incorporated into an agent-based model rule set.

Educational qualitative assessment of augmented reality models and digital sketching applied to urban planning

The current paper presents a qualitative assessment of using augmented reality (AR), and digital sketching (DS) as dynamics, hybrid and ubiquitous visualization systems of urban solutions designed inside of an architecture master education. We will discuss about the main advantages and disadvantages perceived by the students of applying this type of technologies in the visualization of urban teaching projects. The proposed method of assessment, in addition to adapting perfectly to small samples of users, allowed us to accurately characterize the main aspects of the designed practical experience, especially the high degree of satisfaction and accomplishment of the students in the use of mobile technologies with teaching purposes, and its adaptation for the visualization of models and urban and architectural projects.

Urban Gamification in Architecture Education

This paper describes early stages of an educational project focused on using gamification in architecture education. The state of the art of gamification technologies applied to education, architecture and urban design, is introduced, as well as main objectives of the project. It is based on the use of virtual reality systems on urban spaces to asses motivational, social, and spatial competences in an educational context. Finally, assessment methodology and previous design concepts are discussed.

Simulated Environments in Architecture Education. Improving the Student Motivation

The increasing graphic quality and ease of use of the current generation of videogame technology compels educators to rethink how architecture students learn. This paper presents the results of an educational experience with architecture students that explored the suitability of virtual environments as an educational tool. Students explored the simulated environment of an architectural proposal and filled a survey asking whether the experience had made them reason about some fundamental qualities of space. The results revealed that the virtual environment was capable of making students reflect on the functional, formal or material qualities of architectural spaces, suggesting a new education avenue using gamification or serious games strategies.

Student motivation assessment using and learning virtual and gamified urban environments

The configuration of urban projects using ICTs is an essential aspect in the education of the future architect. The student must know the technologies that will facilitate their development and presentation, as well as the needs of the citizen and the expectations of the project. The present article focuses on evaluating both the initial and final intrinsic motivation of the student in the process of incorporating gamified virtual reality systems for visualization and interaction in urban projects. The results reflect a significant increase in student motivation as he / she understands the use and potential of such systems in the visualization and understanding of architectural and urban space.

What is the question?: impact of question length and illustration support on the success and skip rates of preuniversity mock online tests

Online quizzes are a powerful educational tool that allow learners to self-evaluate their knowledge. This paper analyzes the results of over 20,000 pre-university mock online quizzes in the technical drawing subject of the Spanish University Admission Test to assess the impact of (a) the presence of accompanying graphic illustrations and (b) the length of the questions on the questions success and skip rates. The performance difference of the students in two tests 6 years apart and participating in two different intakes is also discussed. The results show that questions with image support receive more successful answers and are skipped less often, while increasing question length have the opposite effect. These findings should help improving the design of online quizzes, including more visual content and/or rephrasing the questions to be more concise.

Peer-review in architecture education: Application in Geographic Information Systems learning

This paper describes an educational experience in the field of Geographic Information Systems (GIS) teaching in architecture with a double objective: (1) implement a peer-review exercise to promote critical thinking through the evaluation of the work of fellow students, and (2) explore the capacity of the group to assess the exercise with the support of a rubric. In addition to the outline of the experience, preliminary data showing a significant coincidence between self and peer-evaluation is discussed.