Collaborative Design in Virtual Environments at Conceptual Stage

Author(s):  
Walid Tizani
Author(s):  
Andrew Cram ◽  
Russell Lowe ◽  
Katy Lumkin

There is growing interest in adopting three-dimensional virtual environments within spatial design courses to use digital modelling techniques to support students' learning. One pedagogical issue that has received little attention so far is the question of how 3D virtual environments can be used to implement assessment techniques that support students' learning of spatial design expertise. This chapter seeks to assist spatial design educators who are considering digital modelling by presenting two case studies that highlight assessment practices within spatial design courses using virtual environments. Rubrics and student work samples are included. These courses both involve students creating architectural designs within virtual environments, yet contrast in several ways: learning outcomes, 3D modelling technologies, and student cohorts. The cases examine how the affordances of virtual environments for iterative, immersive, and collaborative design can enable formative and summative assessment, with both design process and the final artefact playing important roles.


Author(s):  
Pedro Morillo ◽  
Juan Manuel Orduña ◽  
Marcos Fernandez

Networked virtual environments (NVEs) have become a major trend in distributed computing, mainly due to the enormous popularity of multi-player online games in the entertainment industry. Nowadays, NVE systems are considered as the supporting technology for many networked and virtual organizations (NVO) (Singhal & Zyda, 1999), especially to those classified within the field of computer supported cooperative work (CSCW), where networked computer can be seen as a standard to provide the technological means to support the team design (Ott & Nastansky, 1997). These highly interactive systems simulate a virtual world where multiple users share the same scenario. The system renders the images of the virtual world that each user would see if he was located at that point in the virtual environment. Each user is represented in the shared virtual environment by an entity called avatar, whose state is controlled by the user through the client computer. Hundreds and even thousands of client computers can be simultaneously connected to the NVE system through different networks, and even through the Internet. NVE systems are currently used in many different applications (Singhal & Zyda, 1999) such as civil and military distributed training (Miller & Thorpe, 1995), collaborative design (Salles, Galli, Almeida et al., 1997) and e-learning (Bouras, Fotakis, & Philopoulos, 1998). Nevertheless, the most extended example of NVE systems are commercial multi-player online game (MOG) environments. These systems use the same simulation techniques that NVE systems do, and they are predicted to make up over 25 percent of local area network (LAN) traffic by 2010 (McCreary & Claffy, 2000).


2012 ◽  
Vol 26 (4) ◽  
pp. 793-813 ◽  
Author(s):  
Michele Germani ◽  
Maura Mengoni ◽  
Margherita Peruzzini

Author(s):  
Xiangyu Wang ◽  
Phillip S. Dunston

This paper presents two mixed-reality (MR) environments that provide alternative mediums that allow groups of people to share the same work and communication space in face-to-face and remote manners. Two experiments were executed to test the capabilities of the two MR systems in realistic environment and collaborative tasks against prevalent methods. Results indicated that the two MR systems significantly reduced the performance time for the collaborative design error detection task. Results also indicated less mental effort for the MR systems, suggesting that some of the mental interpretation for the error detection task is offloaded to the MR systems.


Author(s):  
Monica Bordegoni ◽  
Francesco Ferrise ◽  
Marco Ambrogio ◽  
Francesco Caruso ◽  
Fabio Bruno

2011 ◽  
pp. 296-305
Author(s):  
Pedro Morillo ◽  
Juan Manuel Orduña ◽  
Marcos Fernandez

Networked virtual environments (NVEs) have become a major trend in distributed computing, mainly due to the enormous popularity of multi-player online games in the entertainment industry. Nowadays, NVE systems are considered as the supporting technology for many networked and virtual organizations (NVO) (Singhal & Zyda, 1999), especially to those classified within the field of computer supported cooperative work (CSCW), where networked computer can be seen as a standard to provide the technological means to support the team design (Ott & Nastansky, 1997). These highly interactive systems simulate a virtual world where multiple users share the same scenario. The system renders the images of the virtual world that each user would see if he was located at that point in the virtual environment. Each user is represented in the shared virtual environment by an entity called avatar, whose state is controlled by the user through the client computer. Hundreds and even thousands of client computers can be simultaneously connected to the NVE system through different networks, and even through the Internet. NVE systems are currently used in many different applications (Singhal & Zyda, 1999) such as civil and military distributed training (Miller & Thorpe, 1995), collaborative design (Salles, Galli, Almeida et al., 1997) and e-learning (Bouras, Fotakis, & Philopoulos, 1998). Nevertheless, the most extended example of NVE systems are commercial multi-player online game (MOG) environments. These systems use the same simulation techniques that NVE systems do, and they are predicted to make up over 25 percent of local area network (LAN) traffic by 2010 (McCreary & Claffy, 2000).


Author(s):  
Andrew Cram ◽  
Russell Lowe ◽  
Katy Lumkin

There is growing interest in adopting three-dimensional virtual environments within spatial design courses to use digital modelling techniques to support students' learning. One pedagogical issue that has received little attention so far is the question of how 3D virtual environments can be used to implement assessment techniques that support students' learning of spatial design expertise. This chapter seeks to assist spatial design educators who are considering digital modelling by presenting two case studies that highlight assessment practices within spatial design courses using virtual environments. Rubrics and student work samples are included. These courses both involve students creating architectural designs within virtual environments, yet contrast in several ways: learning outcomes, 3D modelling technologies, and student cohorts. The cases examine how the affordances of virtual environments for iterative, immersive, and collaborative design can enable formative and summative assessment, with both design process and the final artefact playing important roles.


CoDesign ◽  
2008 ◽  
Vol 4 (3) ◽  
pp. 133-150 ◽  
Author(s):  
Spyros Vosinakis ◽  
Panayiotis Koutsabasis ◽  
Modestos Stavrakis ◽  
Nikos Viorres ◽  
John Darzentas

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