ABSTRACT
How can we incorporate into our educational system the emerging technologies, new processes and new habits of society to improve public motivation, implication, and satisfaction in urban decision-making processes? New technology implementations in the teaching field largely extend to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users. The premise is that the technology used in Virtual Reality (VR), is familiar to the Architecture students, which preview to work on specific parameters and outcome, and on the contrary, citizens with a profile not related to the field get more excited and perceive the technology as a more efficient tool. To prove this, we use a quantitative method to evaluate the satisfaction of citizens related and not related to the Architecture field. Using an interactive visualization process in a real environment, we obtained adequate feedback that allowed the optimization of this type of experiment in future iterations. The results show that the degree of satisfaction when using an advanced visualization technology was satisfactory with a differentiation between user's profiles.
- Di Bella, A. 2012. Digital Urbanism in Southern Italy. International Journal of E-Planning Research. 1, 4 (2012), 73--87. Google ScholarDigital Library
- La Belle, T.J. 1982. Formal, nonformal and informal education: A holistic perspective on lifelong learning. International Review of Education. 28, 2 (1982), 159--175.Google ScholarCross Ref
- Bennett, S. et al. 2008. The "digital natives" debate: A critical review of the evidence. British Journal of Educational Technology. 39, 5 (2008), 775--786.Google ScholarCross Ref
- Bower, M. et al. 2010. Blended reality: Issues and potentials in combining virtual worlds and face-to-face classes. ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education. (2010), 129--140.Google Scholar
- Calongne, C.M. 2008. Educational Frontiers: Learning in a VIRTUAL WORLD. Educause Review. 43, (2008), 36--48.Google Scholar
- David Fonseca, Isidro Navarro, Sergi Villagrasa, Ernest Redondo, F.V. 2017. Sistemas de Visualización Gamificados para la mejora de la Motivación Intrínseca en Estudiantes de Arquitectura. CINAIC 2017 - IV Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (Zaragoza, 2017), 209--214.Google Scholar
- Dede, C. 2000. Emerging influences of information technology on school curriculum. Journal of Curriculum Studies. 32, 2 (2000), 281--303.Google ScholarCross Ref
- Delamont, S. and Atkinson, P. 2010. Editorial. Qualitative Research.Google Scholar
- Digital transformation: online guide to digital business transformation: 2016. http://www.i-scoop.eu/digital-transformation/ {Retrieved on 20/12/2017}.Google Scholar
- Fonseca, D. et al. 2016. Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals. Computers in Human Behavior. 55, (2016), 504--518. Google ScholarDigital Library
- Fonseca, D. et al. 2017. Student motivation assessment using and learning virtual and gamified urban environments. ACM International Conference Proceeding Series. (2017). Google ScholarDigital Library
- García-Pablos, J.M. 2012. Perspectivas Urbanas 5: La docencia de lo urbano. Mairea Libros.Google Scholar
- Harrop, D. and Turpin, B. 2013. A Study Exploring Learners' Informal Learning Space Behaviors, Attitudes, and Preferences A Study Exploring Learners' Informal Learning. New Review of Academic Librarianship. 1, 1 (2013), 37--41.Google Scholar
- Horne, Margaret and Thompson, E.M. 2008. The role of virtual reality in built environment education. Journal for Education in the Built Environmen. 3, (2008), 5--24.Google Scholar
- Jamieson, P. et al. 2005. Moving Beyond the Classroom: Accommodating the Changing pedagogy of higher education. Forum of the Australasian Association for Institutional Research (2005), 17--23.Google Scholar
- Krieger, A. and Saunders, W.S. 2009. Where and How Does Urban design Happen? Urban Design. (2009), xix, 368 p.Google Scholar
- Margaryan, A. et al. 2011. Are digital natives a myth or reality? University students' use of digital technologies. Computers & Education. 56, 2 (2011), 429--440. Google ScholarDigital Library
- Moreira, F. et al. 2017. Evolution and use of mobile devices in higher education: A case study in Portuguese Higher Education Institutions between 2009/2010 and 2014/2015. Telematics and Informatics. (2017).Google Scholar
- No Title: 2018. http://commonedge.org/architectural-education-will-have-to-change-or-risk-becoming-irrelevant/. Accessed: 2018-02-05.Google Scholar
- Reffat, R. 2007. Revitalizing architectural design studio teaching using ICT: Reflections on practical implementations. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 3, 1 (2007), 39--53.Google Scholar
- Sánchez Riera, A. et al. 2015. Geo-located teaching using handheld augmented reality: good practices to improve the motivation and qualifications of architecture students. Universal Access in the Information Society. 14, 3 (2015), 363--374. Google ScholarDigital Library
- Sariyildiz, S. and Veer, P. Der 1998. The role of ICT as a partner in Architectural Design Education. Design Studio Teaching EAAE. (1998).Google Scholar
- Tinio, V.L. 2005. ICT in Education. Essential.Google Scholar
- Valls, F. et al. 2015. E-learning and serious games: New trends in architectural and urban design education. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).Google Scholar
- Valls, F. et al. 2017. Urban data and urban design: A data mining approach to architecture education. Telematics and Informatics.Google Scholar
- Vicent, L. et al. 2015. Virtual learning scenarios for qualitative assessment in higher education 3D arts. Journal of Universal Computer Science. 21, 8 (2015), 1086--1105.Google Scholar
- White, D.S. and Le Cornu, A. 2011. Vistiors and residents: A new typology for online engagement. First Monday. 16, 9 (2011).Google Scholar
Index Terms
- Innovation in Urban Design Education
Recommendations
Virtual interactive innovations applied for digital urban transformations. Mixed approach
AbstractThe cities in which we live are changing rapidly, presenting the scenery to debate future visions of transformative designs and its impact on the city. In order to take advantage of the changes and opportunities offered by the ...
Highlights- Integration of Digital transformation into the visualization of Urbanism.
- ...
Innovation in the university: virtual educational platform
TEEM'18: Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing MulticulturalityIn higher education institutions, the use of the virtual platform, rather than a support tool for the training of professionals, should favor the teaching-learning process, as a superlative purpose it should even ally with teaching to favor teaching ...
Educational innovation
TEEM '15: Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing MulticulturalityAn effective way to understand, improve and apply educational innovation is through the analysis of good practices. Sharing the acquired knowledge in the development and application of good practices helps teachers to implement educational innovation. ...
Comments