Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented r...Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.展开更多
基金Acknowledgments The work described in this paper was partially supported by the National Science Foundation under award No. 1504898. The Holoens-AR development work is underway at the Tesseract Center at the University of Arkansas under the direction of Dr. David Fredrick with Keenan Cole, Chloe Costello and undergraduate Corey Booth. Documentation of the Vol Walker construction was done by the Center for Advanced Spatial Technologies （CAST） at the University of Arkansas.
文摘Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.
