[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598342-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598342-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-architectural-technology-knowledge-using-virtual-reality-technology-special-issue-2022","Teaching Architectural Technology Knowledge Using Virtual Reality Technology - Special Issue 2022","","Construction detail (CD) knowledge is a key learning component in architectural technology (AT) education. Traditional teaching relies on sequential 2D drawings to explain 3D objects, but virtual reality (VR) offers interactive and immersive learning potential. This project, carried out in two phases, created VR lessons covering specific AT knowledge and used a mixed-method approach to study learners’ VR experiences. The phase 1 results indicate VR was not perfect for CD learning yet still provided students meaningful VR learning experience levels.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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phase 1 results suggest about using VR for CD knowledge?",{"text":72,"@type":64},"The initial findings show the VR tool used was not a perfect solution for creating an ideal VR experience for CD, but it could still provide students with meaningful degrees of VR learning experience.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598342,1792165392,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Reality Technology  \nEnseigner les connaissances en technologie architecturale à travers la technologie de laréalité virtuelle  \nYi Lu, Athabasca University and Centennial College, Canada  \nAbstract  \nConstruction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is oneof the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners’ experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.  \nKeywords: Virtual reality ; Immersive learning environment ; Architectural technology ; Construction detail  \nRésumé  \nLa connaissance des détails de construction (DC) est l'un des principaux éléments  \nd'apprentissage dans l'étude de la technologie architecturale (TA) . La méthode pédagogique traditionnelle adopte une série de dessins bidimensionnels pour expliquer les objets tridimensionnels. Les caractéristiques interactives et immersives de la technologie de la réalité virtuelle (RV) attirentl'attention du secteur de l'éducation. Alors que l'enseignement du design architectural a commencé à explorer l'intégration des outils de RV dans la salle de classe, en particulier au stade de la conception  \nCJLT/RCAT Vol. 48 (4)  \ninitiale, la TA est l'une des très rares disciplines à avoir fait des expérimentations avec la RV. Cette recherche, entreprise dans le cadre d'un projet plus large et en cours, visait à explorer si la RV pouvaitaider à enseigner les connaissances en matière de TA, en particulier le DC. Le projet comporte deux phases : la phase 1 consiste à créer plusieurs leçons de RV qui expliquent les connaissances spécifiques de TA, en utilisant une technologie de RV actuellement disponible à des fins éducatives ; la phase 2 consiste à adopter une approche de méthode mixte pour étudier l'expérience des apprenants avec les leçons de RV créées. Ce document se concentre sur l'expérience de la création d'un environnement  \nd'apprentissage de RV dans la phase 1. Les premiers résultats après la phase 1 ont montré que la technologie de RV adoptée dans ce projet n'était pas un outil parfait pour créer une expérience de RV  \ndans le domaine du DC mais qu'elle pouvait quand même offrir aux étudiants certains degrésd'expérience d'apprentissage de RV.  \nMots-clés : Réalité virtuelle ; Environnement d'apprentissage immersif ; Technologie architecturale ; Détail de construction  \nIntroduction  \nVirtual reality (VR) technology builds a computer-generated environment that immerses users in a simulated world to play and learn (Bardi, 2019) . Virtual reality attracts attention from various spheres of daily life, from healthcare and architectural design to education (Waugh, 2017) . Educators, especially in the higher education sector, are starting to enter this uncharted territory by piloting VR experiments to teach certain subjects. For example, VR can create a digitally replic","cbCaijh2PXOBFH4D","https://ap.wps.com/l/cbCaijh2PXOBFH4D","pdf",465061,26,"English","# Abstract\n## Introduction\n## Background Information\n### Project Context\n### Traditional Architectural Technology Pedagogy\n### Architectural Technology Knowledge","[{\"question\":\"What problem in architectural technology education does the paper address?\",\"answer\":\"It addresses how complicated construction detail (CD) knowledge is traditionally taught using 2D drawings, which can create learning challenges in architectural technology study.\"},{\"question\":\"How was the VR project conducted in this research?\",\"answer\":\"The project ran in two phases: phase 1 created VR lessons explaining specific AT knowledge, and phase 2 applied a mixed-method approach to investigate learners’ experiences with those VR lessons.\"},{\"question\":\"What do the phase 1 results suggest about using VR for CD knowledge?\",\"answer\":\"The initial findings show the VR tool used was not a perfect solution for creating an ideal VR experience for CD, but it could still provide students with meaningful degrees of VR learning experience.\"}]","Teaching Architectural Technology Knowledge Using Virtual Reality Technology - Special Issue 2022 | PDF",1792086751,66]