Augmented reality, when used in the architectural studio context, has the potential to engage the cohort in an exploratory mode that removes boundaries of penmanship and ability to draw accurate complex geometries Research. Using augmented reality as a the context in which to build and explore building models, these virtual explorations become visible in the real world environment, they are visibly accessible and allow for immediate discovery of spatial and constructional design concepts. However, the use of augmented reality in the learning environment is relatively emergent, but has gained increasing attention and use in the academic arena in the last 5 years. The learning journey of iterative abstraction can now be an interactive exploration of spatial, geometric environments within the architectural studio. The boundaries of augmented reality in the academic field are now being explored at an exponential rate, with cohort accessing ‘live’ investigation of their designs. Such modification of the learning journey has created new and emergent learning styles which are both diverging and assimilating in format, and can be traced to original pedagogical findings within the theoretical research of Schon (1983). The findings of Osberg (1997) in spatial cognition of virtual environments, Billinghurst (2003) in Augmented Reality in Education and Clayton, Ozener, Haliburton and Farias (2010), Towards Studio 21, experiments in Design Education.
|Publication status||Published - Sep 2014|
|Event||AAE Conference 2014 - University of Sheffield|
Duration: 1 Sep 2014 → …
|Conference||AAE Conference 2014|
|Period||1/09/14 → …|