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VR for enhanced teaching of conceptual design development

Clare Wood Orcid Logo

Swansea University Author: Clare Wood Orcid Logo

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A key component of the Swansea University Year 1 Civil Engineering module EG-122 Conceptual Design is the training of students in the development and exploration of imaginative, viable Civil Engineering conceptual solutions to problems (concept generation being ‘an approximate description of the tec...

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Published: Swansea University Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education 2018
Online Access: https://www.swansea.ac.uk/vr-in-teaching/vr-conference/
URI: https://cronfa.swan.ac.uk/Record/cronfa46058
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-06-18T10:43:48.9348610</datestamp><bib-version>v2</bib-version><id>46058</id><entry>2018-11-23</entry><title>VR for enhanced teaching of conceptual design development</title><swanseaauthors><author><sid>97bede20cc14db118af8abfbb687e895</sid><ORCID>0000-0003-0001-0121</ORCID><firstname>Clare</firstname><surname>Wood</surname><name>Clare Wood</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2018-11-23</date><deptcode>CIVL</deptcode><abstract>A key component of the Swansea University Year 1 Civil Engineering module EG-122 Conceptual Design is the training of students in the development and exploration of imaginative, viable Civil Engineering conceptual solutions to problems (concept generation being &#x2018;an approximate description of the technology, working principles, and form of the product&#x2026;usually expressed as a sketch or as a rough three-dimensional model&#x2026;&#x2019; [1]. However, conventional methods for conceptual design communication, such as sketching, physical modeling or 2D CAD drawings are now being significantly enhanced by 3D and even 4D (space + time) computer methods. In the Civil Engineering and construction sector a high level of what is known as &#x201C;BIM&#x201D; Building Information Modelling (&#x201C;digital representation of physical and functional characteristics of a facility&#x2026;. a shared knowledge resource for information about a facility forming a reliable basis for decisions during its life-cycle; defined as existing from earliest conception to demolition &#x201C; [2]) is now mandated for certain types of projects and many companies are investing heavily in becoming BIM-expert providers. In April 2016 survey of 1,000 UK construction professionals revealed that BIM adoption had increased from 13% in 2010 to 62% in 2017 [3]. Therefore, knowledge of BIM and the development of skills in the related technology is now an industry must-have for Civil Engineering graduates.In academic year 2017-18 the teaching of 3D BIM modeling using Autodesk Revit software (Autodesk Revit is by far the dominant software for BIM, used by 41% of industry professionals [3]) was introduced into EG-122. The associated coursework made up a significant component (20%) of the final module mark. Student engagement and feedback on this new aspect of the teaching was excellent and I found that our Year 1 students managed to grasp the fundamentals of using the new software to create realistic building models in a surprisingly short period of time. The further development of BIM modeling within EG-122 to include VR seeks to enhance students&#x2019; understanding of and interaction with their 3D conceptual design by enabling them to create and use their models in a more interactive manner. Paes et al. investigate how users&#x2019; spatial awareness changes when immersed in a VR building design compared to when using a non-immersive building design on workstation. They conclude that &#x2018;the immersive environment may benefit current design practices by improving professionals&#x2019; understanding of the spatial arrangement of the virtual model&#x2019; [4].This study is based on the hypothesis that the introduction of immersive conceptual design and interaction will allow the students to more fully engage in the concept evolution stage of design. Furthermore, in comparison with the more common CAD methods, where students would look at a 2D computer screen to develop a 3D object, it is envisaged that through immersion in VR, students&#x2019; spatial awareness of aspects of the conceptual design will be greatly enhanced. [1] Eppinger, S. and Ulrich, K., 2016. Product design and development. McGraw-Hill Higher Education.[2] Frequently Asked Questions About the National BIM Standard-United States - National BIM Standard - United States. Nationalbimstandard.org. Retrieved 16 April 2018.[3] NBS National BIM Report 2017. thenbs.com. Retrieved 17 April 2018.[4] Paes, D., Arantes, E. and Irizarry, J., 2017. Immersive environment for improving the understanding of architectural 3D models: Comparing user spatial perception between immersive and traditional virtual reality systems. Automation in Construction, 84, pp.292-303.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal/><publisher>Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education</publisher><placeOfPublication>Swansea University</placeOfPublication><keywords>Building information modelling, Revit, Immersive conceptual design, spatial awareness</keywords><publishedDay>12</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2018</publishedYear><publishedDate>2018-09-12</publishedDate><doi/><url>https://www.swansea.ac.uk/vr-in-teaching/vr-conference/</url><notes/><college>COLLEGE NANME</college><department>Civil Engineering</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>CIVL</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2019-06-18T10:43:48.9348610</lastEdited><Created>2018-11-23T13:19:48.8912707</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Civil Engineering</level></path><authors><author><firstname>Clare</firstname><surname>Wood</surname><orcid>0000-0003-0001-0121</orcid><order>1</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2019-06-18T10:43:48.9348610 v2 46058 2018-11-23 VR for enhanced teaching of conceptual design development 97bede20cc14db118af8abfbb687e895 0000-0003-0001-0121 Clare Wood Clare Wood true false 2018-11-23 CIVL A key component of the Swansea University Year 1 Civil Engineering module EG-122 Conceptual Design is the training of students in the development and exploration of imaginative, viable Civil Engineering conceptual solutions to problems (concept generation being ‘an approximate description of the technology, working principles, and form of the product…usually expressed as a sketch or as a rough three-dimensional model…’ [1]. However, conventional methods for conceptual design communication, such as sketching, physical modeling or 2D CAD drawings are now being significantly enhanced by 3D and even 4D (space + time) computer methods. In the Civil Engineering and construction sector a high level of what is known as “BIM” Building Information Modelling (“digital representation of physical and functional characteristics of a facility…. a shared knowledge resource for information about a facility forming a reliable basis for decisions during its life-cycle; defined as existing from earliest conception to demolition “ [2]) is now mandated for certain types of projects and many companies are investing heavily in becoming BIM-expert providers. In April 2016 survey of 1,000 UK construction professionals revealed that BIM adoption had increased from 13% in 2010 to 62% in 2017 [3]. Therefore, knowledge of BIM and the development of skills in the related technology is now an industry must-have for Civil Engineering graduates.In academic year 2017-18 the teaching of 3D BIM modeling using Autodesk Revit software (Autodesk Revit is by far the dominant software for BIM, used by 41% of industry professionals [3]) was introduced into EG-122. The associated coursework made up a significant component (20%) of the final module mark. Student engagement and feedback on this new aspect of the teaching was excellent and I found that our Year 1 students managed to grasp the fundamentals of using the new software to create realistic building models in a surprisingly short period of time. The further development of BIM modeling within EG-122 to include VR seeks to enhance students’ understanding of and interaction with their 3D conceptual design by enabling them to create and use their models in a more interactive manner. Paes et al. investigate how users’ spatial awareness changes when immersed in a VR building design compared to when using a non-immersive building design on workstation. They conclude that ‘the immersive environment may benefit current design practices by improving professionals’ understanding of the spatial arrangement of the virtual model’ [4].This study is based on the hypothesis that the introduction of immersive conceptual design and interaction will allow the students to more fully engage in the concept evolution stage of design. Furthermore, in comparison with the more common CAD methods, where students would look at a 2D computer screen to develop a 3D object, it is envisaged that through immersion in VR, students’ spatial awareness of aspects of the conceptual design will be greatly enhanced. [1] Eppinger, S. and Ulrich, K., 2016. Product design and development. McGraw-Hill Higher Education.[2] Frequently Asked Questions About the National BIM Standard-United States - National BIM Standard - United States. Nationalbimstandard.org. Retrieved 16 April 2018.[3] NBS National BIM Report 2017. thenbs.com. Retrieved 17 April 2018.[4] Paes, D., Arantes, E. and Irizarry, J., 2017. Immersive environment for improving the understanding of architectural 3D models: Comparing user spatial perception between immersive and traditional virtual reality systems. Automation in Construction, 84, pp.292-303. Conference Paper/Proceeding/Abstract Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Swansea University Building information modelling, Revit, Immersive conceptual design, spatial awareness 12 9 2018 2018-09-12 https://www.swansea.ac.uk/vr-in-teaching/vr-conference/ COLLEGE NANME Civil Engineering COLLEGE CODE CIVL Swansea University 2019-06-18T10:43:48.9348610 2018-11-23T13:19:48.8912707 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Civil Engineering Clare Wood 0000-0003-0001-0121 1
title VR for enhanced teaching of conceptual design development
spellingShingle VR for enhanced teaching of conceptual design development
Clare Wood
title_short VR for enhanced teaching of conceptual design development
title_full VR for enhanced teaching of conceptual design development
title_fullStr VR for enhanced teaching of conceptual design development
title_full_unstemmed VR for enhanced teaching of conceptual design development
title_sort VR for enhanced teaching of conceptual design development
author_id_str_mv 97bede20cc14db118af8abfbb687e895
author_id_fullname_str_mv 97bede20cc14db118af8abfbb687e895_***_Clare Wood
author Clare Wood
author2 Clare Wood
format Conference Paper/Proceeding/Abstract
publishDate 2018
institution Swansea University
publisher Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Civil Engineering{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Civil Engineering
url https://www.swansea.ac.uk/vr-in-teaching/vr-conference/
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description A key component of the Swansea University Year 1 Civil Engineering module EG-122 Conceptual Design is the training of students in the development and exploration of imaginative, viable Civil Engineering conceptual solutions to problems (concept generation being ‘an approximate description of the technology, working principles, and form of the product…usually expressed as a sketch or as a rough three-dimensional model…’ [1]. However, conventional methods for conceptual design communication, such as sketching, physical modeling or 2D CAD drawings are now being significantly enhanced by 3D and even 4D (space + time) computer methods. In the Civil Engineering and construction sector a high level of what is known as “BIM” Building Information Modelling (“digital representation of physical and functional characteristics of a facility…. a shared knowledge resource for information about a facility forming a reliable basis for decisions during its life-cycle; defined as existing from earliest conception to demolition “ [2]) is now mandated for certain types of projects and many companies are investing heavily in becoming BIM-expert providers. In April 2016 survey of 1,000 UK construction professionals revealed that BIM adoption had increased from 13% in 2010 to 62% in 2017 [3]. Therefore, knowledge of BIM and the development of skills in the related technology is now an industry must-have for Civil Engineering graduates.In academic year 2017-18 the teaching of 3D BIM modeling using Autodesk Revit software (Autodesk Revit is by far the dominant software for BIM, used by 41% of industry professionals [3]) was introduced into EG-122. The associated coursework made up a significant component (20%) of the final module mark. Student engagement and feedback on this new aspect of the teaching was excellent and I found that our Year 1 students managed to grasp the fundamentals of using the new software to create realistic building models in a surprisingly short period of time. The further development of BIM modeling within EG-122 to include VR seeks to enhance students’ understanding of and interaction with their 3D conceptual design by enabling them to create and use their models in a more interactive manner. Paes et al. investigate how users’ spatial awareness changes when immersed in a VR building design compared to when using a non-immersive building design on workstation. They conclude that ‘the immersive environment may benefit current design practices by improving professionals’ understanding of the spatial arrangement of the virtual model’ [4].This study is based on the hypothesis that the introduction of immersive conceptual design and interaction will allow the students to more fully engage in the concept evolution stage of design. Furthermore, in comparison with the more common CAD methods, where students would look at a 2D computer screen to develop a 3D object, it is envisaged that through immersion in VR, students’ spatial awareness of aspects of the conceptual design will be greatly enhanced. [1] Eppinger, S. and Ulrich, K., 2016. Product design and development. McGraw-Hill Higher Education.[2] Frequently Asked Questions About the National BIM Standard-United States - National BIM Standard - United States. Nationalbimstandard.org. Retrieved 16 April 2018.[3] NBS National BIM Report 2017. thenbs.com. Retrieved 17 April 2018.[4] Paes, D., Arantes, E. and Irizarry, J., 2017. Immersive environment for improving the understanding of architectural 3D models: Comparing user spatial perception between immersive and traditional virtual reality systems. Automation in Construction, 84, pp.292-303.
published_date 2018-09-12T03:57:46Z
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