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Historical Architecture Pedagogy Meets Virtual Technologies: A Comparative Case Study

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Title: Historical Architecture Pedagogy Meets Virtual Technologies: A Comparative Case Study
Language: English
Authors: Xiang-Min Guo, Dan-Cen Wang, Tian-Tian Lo (ORCID 0000-0002-1992-0777), Xiao-Hong Huang
Source: Education and Information Technologies. 2024 29(12):14835-14874.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 40
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Architectural Education, Educational Technology, Computer Simulation, Technology Uses in Education, College Students, Majors (Students), History, Instructional Effectiveness
DOI: 10.1007/s10639-023-12420-1
ISSN: 1360-2357
1573-7608
Abstract: The immersive experience and diverse interaction modes provided by virtual digital technology match the spatial sensitivity and practical ability required in the field of architectural teaching, and its technological advantages can significantly enhance teaching outcomes. However, in the field of architecture teaching, there has been a lack of discussion on the suitability of different virtual technologies and teaching scenarios for historical buildings. Therefore, this study constructed a comprehensive adaptive evaluation system for virtual technology and selected 360-degree panoramic technology (360-degree PT), Immersive Virtual Reality (IVR) technology, and Desktop Virtual Reality (DVR) technology as representatives for empirical study. The research method used in this experiment is a questionnaire survey, involving a total of 60 students majoring in architecture and planning, with a certain foundation in historical architecture knowledge. Multiple statistical methods are employed to analyze the data. The experimental data indicates that IVR technology performs the best in terms of learning outcomes, learning autonomy, and sense of presence, making it suitable for immersive and interactive learning needs. 360-degree PT demonstrates the best perception of architectural features, catering to the demand for visual effects. DVR technology exhibits the highest learning efficiency, meeting the need for simplicity, efficiency, and widespread application. On the other hand, augmented reality (AR) technology and mixed reality (MR) technology have lower adaptability and do not meet the learning requirements for immersive spatial experiences. This study is expected to provide a new technical pathway for teaching historical buildings and serve as a systematic reference for selecting specific technologies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439754
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Xiang-Min+Guo%22">Xiang-Min Guo</searchLink><br /><searchLink fieldCode="AR" term="%22Dan-Cen+Wang%22">Dan-Cen Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Tian-Tian+Lo%22">Tian-Tian Lo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1992-0777">0000-0002-1992-0777</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiao-Hong+Huang%22">Xiao-Hong Huang</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The immersive experience and diverse interaction modes provided by virtual digital technology match the spatial sensitivity and practical ability required in the field of architectural teaching, and its technological advantages can significantly enhance teaching outcomes. However, in the field of architecture teaching, there has been a lack of discussion on the suitability of different virtual technologies and teaching scenarios for historical buildings. Therefore, this study constructed a comprehensive adaptive evaluation system for virtual technology and selected 360-degree panoramic technology (360-degree PT), Immersive Virtual Reality (IVR) technology, and Desktop Virtual Reality (DVR) technology as representatives for empirical study. The research method used in this experiment is a questionnaire survey, involving a total of 60 students majoring in architecture and planning, with a certain foundation in historical architecture knowledge. Multiple statistical methods are employed to analyze the data. The experimental data indicates that IVR technology performs the best in terms of learning outcomes, learning autonomy, and sense of presence, making it suitable for immersive and interactive learning needs. 360-degree PT demonstrates the best perception of architectural features, catering to the demand for visual effects. DVR technology exhibits the highest learning efficiency, meeting the need for simplicity, efficiency, and widespread application. On the other hand, augmented reality (AR) technology and mixed reality (MR) technology have lower adaptability and do not meet the learning requirements for immersive spatial experiences. This study is expected to provide a new technical pathway for teaching historical buildings and serve as a systematic reference for selecting specific technologies.
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