TY - GEN
T1 - Strategies for the Utilization of Virtual Reality Technologies in the First Year of Architectural Education
AU - Ceylan, Salih
N1 - Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - The first year of architectural education is a crucial period in which students get introduced to the ambiguous nature of architecture and build the foundations of their professional career. It has a dense structure; theoretical and technical courses gathered around the design studio which is the core of architectural education. Its dynamic and flexible nature makes architectural education open for innovations and the implementation of emerging technologies. Accordingly, digital technologies that have a strong relationship with the profession of architecture, also have firm effects on architectural education. Even though it is not common among architectural education institutions around the globe, emerging digital technologies may have a role in the first year of architectural curriculum. One of the digital technologies that can be utilized in the first year of architectural education in virtual reality technologies as they provide an additional medium for experiencing architectural products and alternative methods for designing them. This paper investigates the necessity and potential benefits of VR technologies in the first year of architectural education. Based on a case study conducted among freshman students, the VR technologies prove themselves useful. The paper also presents various methods and strategies, and their potential benefits for the implementation of VR technologies into the different domains of first year architectural curriculum.
AB - The first year of architectural education is a crucial period in which students get introduced to the ambiguous nature of architecture and build the foundations of their professional career. It has a dense structure; theoretical and technical courses gathered around the design studio which is the core of architectural education. Its dynamic and flexible nature makes architectural education open for innovations and the implementation of emerging technologies. Accordingly, digital technologies that have a strong relationship with the profession of architecture, also have firm effects on architectural education. Even though it is not common among architectural education institutions around the globe, emerging digital technologies may have a role in the first year of architectural curriculum. One of the digital technologies that can be utilized in the first year of architectural education in virtual reality technologies as they provide an additional medium for experiencing architectural products and alternative methods for designing them. This paper investigates the necessity and potential benefits of VR technologies in the first year of architectural education. Based on a case study conducted among freshman students, the VR technologies prove themselves useful. The paper also presents various methods and strategies, and their potential benefits for the implementation of VR technologies into the different domains of first year architectural curriculum.
KW - Architectural education
KW - Computer aided design
KW - Virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85118106617&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-86439-2_1
DO - 10.1007/978-3-030-86439-2_1
M3 - Conference contribution
AN - SCOPUS:85118106617
SN - 9783030864385
T3 - Communications in Computer and Information Science
SP - 1
EP - 20
BT - Computer Supported Education - 12th International Conference, CSEDU 2020, Revised Selected Papers
A2 - Lane, H. Chad
A2 - Zvacek, Susan
A2 - Uhomoibhi, James
PB - Springer Science and Business Media Deutschland GmbH
T2 - 12th International Conference on Computer Supported Education, CSEDU 2020
Y2 - 2 May 2020 through 4 May 2020
ER -