scholarly journals Digital Immersion − case studies in virtual reality

2019 ◽  
Vol 64 ◽  
pp. 01007
Author(s):  
Christopher Welty ◽  
Arief Setiawan
Keyword(s):  
Virtual Reality ◽  
Case Studies ◽  
Virtual Environment ◽  
Design Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Design Practice ◽  
Digital Revolution ◽  
Design Pedagogy ◽  
Effective Design

Digital tools have transformed the ways we generate designs, pushing the boundaries in formal explorations, as well as the ways we represent them. In this vein, the impacts of the digital revolution affect both design practice and design education. We would like to investigate these impacts on our teaching of design studios, focusing on the virtual reality. Our premise is that the use of first-person immersion in a virtual environment is a means for experiencing space. We are interested in ways in which the abilities of virtual reality to simulate ranges of sensorial information could inform design processes. This paper will report in our research in our teaching that speculated about the values and application of these techniques. This paper aims to discuss our learning processes and experiences as well as to reflect on possibilities of digital means effective design pedagogy.

scholarly journals Virtual realities and education

2016 ◽  
Vol 8 (2) ◽  
pp. 60-68 ◽  
Author(s):  
Igor D.D. Curcio ◽  
Anna Dipace ◽  
Anita Norlund
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Case Studies ◽  
Virtual Environment ◽  
Formal Education ◽  
Mixed Reality ◽  
State Of The Art ◽  
Theoretical Framework ◽  
The State ◽  
Virtual Realities

Abstract The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.

Histories of Design Pedagogy Virtual Special Issue for the Journal of Design History 2016

2016 ◽  
Vol 33 (1) ◽  
pp. e1-e24 ◽  
Author(s):  
Maya Oppenheimer
Keyword(s):  
Design Education ◽  
Design History ◽  
Design Practice ◽  
Design Pedagogy ◽  
Future Design ◽  
Practice Elements ◽  
Key Issues ◽  
Interdisciplinary Scholarship ◽  
Definition Of

Abstract ‘Histories of Design Pedagogy’ gathers material from across three decades of the Journal of Design History to juxtapose distinct investigations into design education across various geographies, contexts, relationships and methodological concerns. By isolating three overarching themes to structure twelve articles, this introduction also makes an argument towards future design pedagogy, suggesting an Urmodell, or master plan, of elements in design pedagogy that is informed by key issues debated by and through the articles presented. ‘Design Systems and Projects’ addresses the meaning and concept of design, relationships between education and industry, and design training networks. ‘Ethics and Methods’ advocates greater attention to the identities, subjectivities and roles of the designer and of the user as stakeholders in a designed system, the increasing role of research in design practice, elements that affect practice from global design to emerging technologies, and object collections research. The final theme, ‘Critical Histories and Theories’, looks to changes in design history and design studies to inform interdisciplinary scholarship and the future of design practice. Tensions over proportions, boundaries and structures are addressed by this Urmodell, but in the preferred definition of modelling as a mediator, it exists here as a malleable framework over a steadfast solution.

scholarly journals Integral and Inclusive Research by Design Pedagogy

2020 ◽  
Vol 13 (5) ◽  
Author(s):  
Marie Davidova
Keyword(s):  
Design Education ◽  
Life Experience ◽  
Real Life ◽  
Learning By Doing ◽  
Design Studio ◽  
Design Practice ◽  
Design Pedagogy ◽  
For Profit ◽  
Not For Profit ◽  
Systemic Design

This article reflects on my integral design studio teaching and inclusiveness in its design processes. This is exemplified in two different systemic design case studies focusing on social and environmental justice via the lens of empathy. The design studio and/or design practice tend to be fused in this article because my design studios have always focused on practice-based, real-life built projects, while my commercial and not-for-profit practices have always implemented design education in real-life built projects through internships and/or other student participation. Therefore, my approach fully follows the pathway of ‘learning by doing’(Dewey, 1997), focusing on systemic feedback looping of integral real-life experience and reflection through research and practice, targeting brighter post-Anthropocene futures.

Enhancing Learning Through 3-D Virtual Environments

2008 ◽  
pp. 407-422
Author(s):  
Erik Champion
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Case Studies ◽  
Virtual Environment ◽  
Computer Games ◽  
Cultural Learning ◽  
Popular Films ◽  
Spare Time ◽  
Successful Case

We cannot begrudge students their envy in looking at popular films and computer games as major contenders for their spare time. While we as teachers could attempt to fight the popularity of games, I suggest a more useful endeavor would be to attempt to understand both the temptation of games, and to explore whether we could learn from them, in order to engage students and to educate them at the same time. There are still few applicable theories and successful case studies on how we could do this using virtual environments and associated technology (referred to by some as virtual reality, or VR). To help answer the question of “but what can we do about it,” I will outline several simplified theories of cultural learning based on interaction, and the experience I gained from employing them in two different virtual environment projects.

scholarly journals Building “Working with, not for” into Design Studio Curriculum

2021 ◽  
Vol 7 (1) ◽  
pp. 9-36
Author(s):  
Saskia van Kampen ◽  
Cheryl Giraudy
Keyword(s):  
Design Education ◽  
Community Building ◽  
Learning Design ◽  
Not Given ◽  
Design Practice ◽  
Participatory Action ◽  
Action Research Project ◽  
Design Pedagogy ◽  
Collaborative Processes ◽  
Decision Making Processes

Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.

Learning in Virtual Environments

2021 ◽  
pp. 1-19
Author(s):  
Daniel Mellet-d'Huart
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Learning Processes ◽  
Human Beings ◽  
Human Actions ◽  
Real Environment ◽  
Outer World

This chapter addresses the questions of why, when, and how to use virtual reality to support learning processes for human beings. It focuses therefore on what can and cannot be done in a real environment versus what can and cannot be done in a virtual environment, as well as on how using virtual reality can make some types of learning easier as long as certain conditions are fulfilled. These conditions include the shifting of some inner beliefs and the choice of an accurate paradigm. The paradigm of enaction will be presented as an example of an accurate paradigm for virtual reality. Some conceptual keys and landmarks for design will be proposed in the context of the Trinologic metamodel developed by the author. Such metamodels should facilitate the connection between human actions, learning, and the characteristics of the outer world, whether this world is real or virtual.

Education on Human Centered Design Using Virtual Environment

2010 ◽  
Author(s):  
Tetsuro Ogi ◽  
Yoshisuke Tateyama ◽  
Shinichiro Haruyama
Keyword(s):  
Virtual Reality ◽  
Product Design ◽  
Virtual Environment ◽  
Graduate School ◽  
Design Education ◽  
Design Method ◽  
Virtual Reality Environment ◽  
Human Centered Design ◽  
Cad System ◽  
Emotional Evaluation

Recently, the importance of human centered design is often pointed out in various manufacturing fields. However, it has not been practiced enough as a design method in the actual product design. In this study, conventional CAD system and virtual reality environment were connected and they were applied to the design education in the graduate school. In this framework, the user can perform kansei and emotional evaluation based on the sense of body in the virtual environment as well as analyze the shape and structure of the designed model using the CAD system. This framework was applied to the class of design education, and the effectiveness and the problem were evaluated through the task of designing chair. From the result, though the integration such as transmitting or sharing data between both tools was not realized enough, this system could effectively be used to evaluate the shape and the size of the designed model based on the sense of body, and the effectiveness for the education on human centered design was shown.

Enhancing Learning Through 3-D Virtual Environments

2011 ◽  
pp. 103-124
Author(s):  
Erik Champion
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Case Studies ◽  
Virtual Environment ◽  
Computer Games ◽  
Cultural Learning ◽  
Popular Films ◽  
Spare Time ◽  
Successful Case

We cannot begrudge students their envy in looking at popular films and computer games as major contenders for their spare time. While we as teachers could attempt to fight the popularity of games, I suggest a more useful endeavor would be to attempt to understand both the temptation of games, and to explore whether we could learn from them, in order to engage students and to educate them at the same time. There are still few applicable theories and successful case studies on how we could do this using virtual environments and associated technology (referred to by some as virtual reality, or VR). To help answer the question of “but what can we do about it,” I will outline several simplified theories of cultural learning based on interaction, and the experience I gained from employing them in two different virtual environment projects.

Customer Experience Maturity Models – Improving the Business Results

2018 ◽  
Vol 6 (7) ◽  
pp. 228
Author(s):  
Maria Enescu ◽  
Marian Enescu
Keyword(s):  
Case Studies ◽  
Proficiency Testing ◽  
Customer Experience ◽  
Digital Tools ◽  
Maturity Models ◽  
Business Results ◽  
Competency Evaluation

Customer experience maturity of any organization is important for its business results. This paper describes two kinds of maturity models, one based on competency evaluation of the employees on customer’s best applied practices, and the second on maturity of using digital tools to increase the customer good experience when working with the company. These approaches are useful when discuss the performance of enterprises providing products or services in the age of customer. The included case studies show the applicability of the procedures and open a way to be extended for proficiency testing workshops (for similar business) or in ranking the enterprises from the viewpoint of customer experience maturity.

scholarly journals Making School Children’s Participation in Planning Processes a Routine Practice

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Jenny Stenberg ◽  
Lasse Fryk
Keyword(s):  
Case Studies ◽  
Design Research ◽  
Community Building ◽  
Learning Processes ◽  
Routine Practice ◽  
Close Collaboration ◽  
Regular Process ◽  
Children’S Participation ◽  
Planning Processes ◽  
Children's Participation

Children’s participation in planning has been investigated to some extent. There are, however, unexplored topics, particularly concerning what is needed for children’s participation to become a regular process. Based on case studies in Sweden, this article draws some conclusions. It is quite possible to organize ordinary processes where children participate in community building, in collaboration with planners, as part of their schoolwork. The key question is how this can be done. Clearly, it needs to occur in close collaboration with teachers and pupils, however it also needs to be implemented in a system-challenging manner. Thus, rather than looking for tools with potential to work in the existing school and planners’ world, it is important to design research that aims to create learning processes that have the potential to change praxis. Hence, it is not the case that tools are not needed, rather that children need to help to develop them.

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