An immersive virtual reality learning system for building systems in architectural design education

First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator. When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students’ perceptions on their built environments at the beginning of the education process, it’s necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the “City Game”. The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.Keywords: design education, game, mediator, first year architectural educationÂ

In the last few years, there have been lots of challenges facing the world from pandemics and wars that have raised a series of challenges facing architectural education, which create a challenge for both teachers and students and to which extent they can adapt to the post-digital adaptation period, as well as the future of architectural education in general. Architecture and design environments mainly require face-to-face learning and teaching techniques that depend on the interaction between the student and the teacher, where application and practical education take place. Furthermore, studio-designed spaces provide solidarity, positive energy, and motivation for students. Therefore, activating the distance learning process that affect the architectural education strategy and directed institutions and teachers to the necessity of flexibility and adaptation as a part of the structure of architectural education curricula. this study is a humble try to evaluate the role of blended learning experiences incorporating architectural design programmes that were first applied after the last pandemic. It focuses on the importance of flexible architectural education through the overlap between the traditional studio and the virtual studio to achieve a positive experience for students and staff members. This is done by observing a design studio procedure during a blended learning period and with the help of a questionnaire for a diverse number of students and faculty members on the subject of architectural design at one of the Egyptian universities that host the architecture department. It is conducted for the purpose of flexible handling through the integration of distance learning with architectural design education in relation to the era of pandemics, the digital age, and the like in the future. The research contributes to developing a future framework that enhances the flexibility of architectural design education, supports self-education, and turns the architectural design studio into an opportunity for reproduction and renewal.

Embodied emissions from Mechanical, Electrical, and Plumbing systems (MEP) in buildings contribute substantially to the carbon footprint of buildings. Because of lack of standardized methods, reliable data, and environmental product declarations (EPD), MEP systems have typically been excluded from Life Cycle Assessments (LCAs). With increasing emission reduction efforts for other building components, the share of embodied emissions for MEP will rise if not focused on. This research fills the gap by introducing a comprehensive framework for quantifying embodied emissions for Mechanical and plumbing systems (MP). Our approach includes three main components: a BIM based embodied emissions calculation methodology, an EPD database, and guidelines for estimating emissions in data gaps. Seamless integration into the building information model (BIM) tool Revit, allows MEP designers to access real-time emissions data and engage in iterative design for reduced carbon footprint. Testing of the framework on a building in the design-stage indicates that emissions from replacement of components can constitute up to 50% of total material emissions for MP during the calculation period, that the emissions from MP can be in the order of 8-20 % of the total emissions from material use in a new office building and that ventilation, heating and fire suppression constitute the largest contribution to the total. Optimization of MP-solutions appears to offer substantial emission reduction.

The construction cost, yearly maintenance cost and yearly remedial cost of plumbing and drainage systems in buildings were investigated. Occupancy, age, piping material, pipe length and the size of the systems were surveyed in 63 buildings. Correlations for costs of the systems in commercial and residential buildings were made with the surveyed results. Length, material and size of the pipes provide good parameters to determine the system construction costs. Higher maintenance cost and remedial cost for aged systems were reported. Remedial cost for corrosion problems increased significantly for the aged systems.

The impact of research and representation of site analysis for creative design approach in architectural design studio

The educational potential of games has increasingly attracted attention within architectural pedagogy, fostering investigations into game-based learning approaches. Among these, LEGO has gained prominence in both physical and digital formats, offering unique yet complementary contributions to design education. Physical LEGO sets strengthen students’ manual dexterity, three-dimensional reasoning, and confidence by engaging them in tangible construction processes. Virtual LEGO platforms, in contrast, advance technological literacy, spatial visualization, and digital exploration, thereby preparing students for the demands of contemporary design environments. This study examines the role of both physical and virtual LEGO modules in architectural and interior design education through a comparative analysis. Student groups from different levels were tasked with reconstructing a pre-designed architectural plan using both formats. Upon completion, participants completed a structured questionnaire designed to evaluate their learning experiences, perceived challenges, and skill development. Data were analyzed using SPSS to identify statistical relationships between the two approaches. Findings revealed significant correlations between the modules, indicating their complementary nature in fostering spatial literacy and design skills. Physical LEGO modules were particularly effective in promoting hands-on engagement, efficiency, and confidence, while virtual modules enhanced creativity in digital environments and cultivated a sense of achievement. The comparison demonstrates that rather than competing, physical and digital formats enrich architectural pedagogy by addressing different dimensions of the design process. By situating LEGO within the broader discourse of game-based learning in architecture, this study underscores the importance of integrating traditional tactile methods with emerging digital tools. Such integration not only bridges the gap between physical and virtual realms but also provides a rational perspective on contemporary educational challenges in an increasingly digitized world. Ultimately, the results highlight the potential of LEGO to serve as a versatile pedagogical medium that cultivates both foundational design skills and adaptability to future technological contexts.

Architectural education programs are rapidly expanding the use of immersive technologies worldwide. An increasing number of architecture schools have incorporated 360-degree videos as one of the accessible and cost-effective immersive tools. Despite their availability and ease of use, research on their effectiveness as a learning tool in architectural pedagogy remains limited and mostly focused on architectural design education. Few studies have discussed their application in theoretical courses and their potential to support cognitive understanding of architecture. Learning cultural heritage is considered a foundation of architectural theory. This study examines how the utilization of 360-degree videos, compared to conventional 2D videos, supports spatial cognition, learning performance and experience in cultural heritage education among undergraduate architecture students. An educational experiment was conducted with 89 students in their second year of the architecture degree at the Applied Science Private University, Jordan. Both 360-degree videos and conventional 2D videos were inserted as learning tools within the curriculum of History of Architecture 1 and 2 courses. A mixed-research-method framework, including observation and a post-test survey, was carried out. Using SPSS and Excel programs, the data were analyzed through a set of statistical analyses such as paired-sample t-tests, AHP, and basic descriptive analysis. The findings demonstrate that students were highly immersed and motivated when using 360-degree videos. Compared to conventional 2D videos, 360-degree videos enhanced students’ spatial cognition, performance, engagement, and participation levels in both face-to-face and online courses. These results suggest that 360-degree videos can serve as a sufficient, low-cost, and equipment-free learning tool, responding to the urgent need to utilize technologies in both theoretical and practical architectural pedagogy.

Computer Aided Architectural Design (CAAD) tools have been available to the architect in practically useful form for a close to a century. It has evolved from being a complicated simulation tool available to mainframe computers and used exclusively by experts working on special “CAAD projects” to being accessible to any interested individual on a personal computer. CAAD plays a vital role on the profession and academia of architecture in recent years. The aim of this study is to provide a reflective perspective of the current architecture education on CAAD in the Department of Architecture in Kwame Nkrumah University of Science and Technology (KNUST). It compares the method of architecture design education in the department of architecture in KNUST to other methods architecture design education of other universities. It examines the various benefits of incorporating CAAD into the curriculum and looks at the various shortfalls limiting the full exploitation of CAAD into the design curriculum of architecture education also the role CAAD the design process from conceptual to final product is examined. Survey questionnaires were distributed to students in the Department of Architecture and CAAD tutors interviewed to ascertain the level of impact of CAAD in the department. It was realized that the level of integration of CAAD with the design studio is low and transition from traditional drafting methods to the modern methods of using computers in design is not clearly established, thus recommendations were made to rectify the situation.

This paper presents some challenges of teaching computational geometry to architectural students, and proposes a multi-level pedagogical scheme introducing associative geometry and parametric modeling/design into architectural design education. It reports on two pedagogical experiences: one held in the context of a spatial geometry course in the first year of education; and another one, in a digital design studio with third-year architectural students. More specifically, it discusses the impact on design exploration of a library of interactive referents models introduced into the architectural studio. Situated in the ‘performance’ paradigm of digital design methods, they allow for design object explorations based on modification of architecturally meaningful features (structural, environmental, functional, etc.). The form of a design object can thus ‘follow’ function, structure, or even sustainability. The digital methods and the design knowledge transferred by the interactive models, together with their visual nature, are found to amplify the processes of ‘seeing-as’ and the ‘reflective conversation with the situation’ considered essential for creative design.

Although the design studio has formally been the locus for design education, informal education approach has gained more and more acceptance in the world. Informal education, which is the education outside the confines of curricula, includes the acquisition of knowledge and skills through experience, reading, social contact, etc. Workshops cover the essential weight of this informal education. Although the role of the design workshops in architectural design education has been very limited through overall design education’s past, many schools of architecture have taken steps to consider workshops as the part of informal learning and education. “Culture and Space in the Build environment” (CSBE) Network of IAPS have been organizing “culture and design workshop series” for graduate and post graduate students in Turkey since 2001. In these workshops, a design teaching approach based on the conceptual framework of culture and space interactions is applied. The conceptual framework developed for the architectural design education, takes three fundamental starting points for workshops as the part of informal design education: as a tool for informal design education (method), as a tool for learning & understanding culture-environment relations (content), and as a tool for awareness of different environments/contexts (scale/place). The foundation of the conceptual framework is based on the general approach that discusses the “architectural design process” with regards to environmental context and content. Within this context the aim of the paper is to discuss and evaluate the importance and the contribution of workshops as tool for informal architectural design education. These discussions will be held on the case of IAPS-CBSE Network’s last workshop “Istanbul as a Palimpsest City and Imperfection”. In the paper, the process, the method, the content and the results of workshop studies will be discussed and evaluated.

This paper examines the integration of artificial intelligence (AI) into architectural design education, with a particular focus on the utilization of text-to-image AI tools in a third-year design studio project at Atılım University. The objective of the project was to examine the potential of AI-supported visual representation tools in conceptualizing future public spaces in Ankara. The study employs a combination of practical experimentation and theoretical analysis to examine the impact of text-to-image AI tools on design thinking and processes, as reflected in student projects generated through these tools. The research underscores the potential of integrating AI into architectural design education to foster creativity and critical thinking, emphasizing the underlying design principles and methods beyond mere visual outputs. The principal findings demonstrate that AI tools have the capacity to considerably extend the scope of design possibilities, assisting students in transcending the conventional boundaries of design. However, the research underscores the necessity of striking a balance between visual outputs and conceptual depth, ensuring that AI serves as an aid rather than a replacement in the comprehensive design process. A robust theoretical framework is vital for guiding AI integration and fostering critical understanding and thinking among students. This research contributes to the ongoing discourse on the role of AI in reshaping architectural practice and education, proposing a balanced approach that values both technological proficiency and conceptual depth.

This theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse.Methods:A qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands.Results:Four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences.Conclusions:The proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs.

To further the study of learning in the context of immersive virtual technologies, this systematic literature review addressed the following research questions: ‘How is self-efficacy being studied in immersive virtual learning environments?’ ‘What kinds of self-efficacy findings have been made in immersive virtual learning environments?’ The peer-reviewed book chapters and journal articles included in this study were published in English between January 2014 and January 2020. A narrative synthesis was created for understanding the various aspects of the topic. During the process, the scarcity of experimental research on self-efficacy in immersive virtual learning environments was revealed. The results bring to light the mixed self-efficacy findings in the context of immersive virtual learning and underline the importance of ensuring the quality of the experimental designs in future research. The study of self-efficacy in this context is suggested to benefit from increased attention to the questions of methodology and measurement. To further the goals of immersive virtual learning research, extending the participant base of the experiments by engaging in working life collaboration is strongly recommended.

Vital Signs: Deficiencies in Environmental Control Identified in Outbreaks of Legionnaires’ Disease—North America, 2000–2014

Background: With the rapid development of computer AI technology, VR and AR technologies have become important driving forces for innovation in the tourism industry. Virtual tourism development systems not only enhance the travel experience but also provide visitors with an immersive sense, transforming the traditional tourism model. Objective: This paper aims to explore the application and development prospects of tourism development virtual technology systems based on computer AI visualization, analyzing their potential in improving the level of tourism industry development and innovating user experiences. Methods: This paper designs a computer AI visualization virtual technology system using fisheye image algorithms and PSO algorithms. Results: The system shows broad application prospects in virtual tours, scenic area displays, and interactive experiences, but still faces challenges such as incomplete technical details, algorithm and platform selection, and limitations in practical application of virtual technologies. Innovation: This paper proposes a multidimensional integration solution combining AI and VR technologies, exploring the feasibility of enhancing market competitiveness.