Sergi Villagrasa

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.

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.

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.

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.

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.

Teaching 3D Arts Using Game Engines for Engineering and Architecture

The main objective of this paper is to evaluate the application of 3D virtual worlds for teaching different subjects mainly oriented to architectural visualization and creating 3D models for multimedia. The use of 3D technologies, multi-user virtual environments and avatars are new methodologies for the student to have a much richer experience and therefore more motivating for a deeper understanding of the assessment and help understand more collaborative the projects. In this paper we work on the concept e-learning and blended learning technologies related to interactive 3D spaces such as OpenSim, Activeworlds, Secondlife, Unity and others. The students’ participation in these virtual 3D environments will help to understand the concept of an architectural project and 3D creation, improving collaboration between students and teacher, and dramatically increase in a greater understanding of the project and a high degree of their involvement with design develop. The paper describes the method of teaching 3D arts using Game Engines like Unity.

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.