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Exploring immersive learning technology as learning tools in experiential learning for architecture design education

Purpose: Formal architecture curriculum necessitates students to observe their architectural experience and environment, which cannot be comprehended entirely in a classroom alone. However, complications in handling site visits and the Covid-19 pandemic can affect their overall learning experience....

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Main Authors: Annisa Ummihusna, Mohd Zairul
Format: Article
Published: Emerald Publishing 2022
Online Access:http://psasir.upm.edu.my/id/eprint/101390/
https://www.emerald.com/insight/content/doi/10.1108/OHI-01-2022-0020/full/html
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spelling my.upm.eprints.1013902023-11-14T08:09:47Z http://psasir.upm.edu.my/id/eprint/101390/ Exploring immersive learning technology as learning tools in experiential learning for architecture design education Annisa Ummihusna Mohd Zairul Purpose: Formal architecture curriculum necessitates students to observe their architectural experience and environment, which cannot be comprehended entirely in a classroom alone. However, complications in handling site visits and the Covid-19 pandemic can affect their overall learning experience. This study seeks to uncover (1) how a learning tool can be designed to actively enrich novice designers' personal spatial understanding and (2) how will the experiential learning (EL) with immersive learning technology (ILT) replace the actual concrete experience (CE) in enriching the novice designers' personal spatial experience during the architecture design process. Design/methodology/approach: The current research focuses on novice designers (first-year architecture students) who seem to lack personal spatial experience. Findings from a personal spatial experience survey (PSES) conducted in the earlier stage of the research established that each learner had had a different level of spatial experience, which affected their approach in the design process. A learning tool called Architectural Spatial Experience Simulation (ASES) was designed, developed, implemented and evaluated with an experiential learning model (ELM) framework. Findings: The findings suggest that the use of ASES in the ELM significantly increased the learners' spatial experience. However, the simulation and framework demonstrated a different effect on the participants' spatial experience, particularly on learners with minimal spatial experience. Originality/value: This study benefits the architecture learning process by providing a tool and a framework to remedy the emerging issue concerning novice designers. The finding contributes to the body of knowledge by expanding the application of EL theory in architecture education. Emerald Publishing 2022 Article PeerReviewed Annisa Ummihusna and Mohd Zairul (2022) Exploring immersive learning technology as learning tools in experiential learning for architecture design education. Open House International, 47 (4). pp. 609-619. ISSN 0168-2601; ESSN: 2633-9838 https://www.emerald.com/insight/content/doi/10.1108/OHI-01-2022-0020/full/html 10.1108/OHI-01-2022-0020
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
description Purpose: Formal architecture curriculum necessitates students to observe their architectural experience and environment, which cannot be comprehended entirely in a classroom alone. However, complications in handling site visits and the Covid-19 pandemic can affect their overall learning experience. This study seeks to uncover (1) how a learning tool can be designed to actively enrich novice designers' personal spatial understanding and (2) how will the experiential learning (EL) with immersive learning technology (ILT) replace the actual concrete experience (CE) in enriching the novice designers' personal spatial experience during the architecture design process. Design/methodology/approach: The current research focuses on novice designers (first-year architecture students) who seem to lack personal spatial experience. Findings from a personal spatial experience survey (PSES) conducted in the earlier stage of the research established that each learner had had a different level of spatial experience, which affected their approach in the design process. A learning tool called Architectural Spatial Experience Simulation (ASES) was designed, developed, implemented and evaluated with an experiential learning model (ELM) framework. Findings: The findings suggest that the use of ASES in the ELM significantly increased the learners' spatial experience. However, the simulation and framework demonstrated a different effect on the participants' spatial experience, particularly on learners with minimal spatial experience. Originality/value: This study benefits the architecture learning process by providing a tool and a framework to remedy the emerging issue concerning novice designers. The finding contributes to the body of knowledge by expanding the application of EL theory in architecture education.
format Article
author Annisa Ummihusna
Mohd Zairul
spellingShingle Annisa Ummihusna
Mohd Zairul
Exploring immersive learning technology as learning tools in experiential learning for architecture design education
author_facet Annisa Ummihusna
Mohd Zairul
author_sort Annisa Ummihusna
title Exploring immersive learning technology as learning tools in experiential learning for architecture design education
title_short Exploring immersive learning technology as learning tools in experiential learning for architecture design education
title_full Exploring immersive learning technology as learning tools in experiential learning for architecture design education
title_fullStr Exploring immersive learning technology as learning tools in experiential learning for architecture design education
title_full_unstemmed Exploring immersive learning technology as learning tools in experiential learning for architecture design education
title_sort exploring immersive learning technology as learning tools in experiential learning for architecture design education
publisher Emerald Publishing
publishDate 2022
url http://psasir.upm.edu.my/id/eprint/101390/
https://www.emerald.com/insight/content/doi/10.1108/OHI-01-2022-0020/full/html
_version_ 1783879937666580480
score 13.211869

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