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.
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.
| Original language | English |
|---|---|
| Journal | Education and Information Technologies |
| DOIs | |
| Publication status | Published - 15 Jan 2024 |
Keywords
- Adaptation of teaching applications
- Historical architecture pedagogy
- Virtual technology
ASJC Scopus subject areas
- Education
- Library and Information Sciences