Methodologies of learning served by virtual reality: a case study in urban interventions

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dc.contributor	Universitat Politècnica de Catalunya. Departament d'Urbanisme i Ordenació del Territori
dc.contributor	Universitat Politècnica de Catalunya. GILDA - Grup per a la Innovació i la Logística Docent en Arquitectura
dc.contributor.author	Sánchez Sepúlveda, Mónica
dc.contributor.author	Torres Kompen, Ricardo
dc.contributor.author	Fonseca Escudero, David
dc.contributor.author	Franquesa Sànchez, Jordi
dc.date	2019-11-28
dc.identifier.citation	Sánchez , M. [et al.]. Methodologies of learning served by virtual reality: a case study in urban interventions. "Applied sciences", 28 Novembre 2019, vol. 9, núm. 23, p. 5161:1-5161:13.
dc.identifier.citation	1454-5101
dc.identifier.citation	10.3390/app9235161
dc.identifier.uri	http://hdl.handle.net/2117/174042
dc.description.abstract	A computer-simulated reality and the human-machine interactions facilitated by computer technology and wearable computers may be used as an educational methodology that transforms the way students deal with information. This turns the learning process into a more participative and active process, which fits both the practical part of subjects and the learner’s profile, as students nowadays are more technology-savvy and familiar with current technological advances. This methodology is being used in architectural and urbanism degrees to support the design process and to help students visualize design alternatives in the context of existing environments. This paper proposes the use of virtual reality (VR) as a resource in the teaching of courses that focus on the design of urban spaces. A group of users—composed of architecture students and professionals related to the architecture field—participated in an immersing VR experience and had the opportunity to interact with the space that was being redesigned. Later, a quantitative tool was used in order to evaluate the effectiveness of virtual systems in the design of urban environments. The survey was designed using as a reference the competences required in the urbanism courses; this allowed the authors to identify positive and negative aspects in an objective way. The results prove that VR helps to expand digital abilities in complex representation and helps users in the evaluation and decision-making processes involved in the design of urban spaces.
dc.description.abstract	Peer Reviewed
dc.language.iso	eng
dc.relation	https://www.mdpi.com/2076-3417/9/23/5161
dc.relation	info:eu-repo/grantAgreement/ES/2PE/BIA2016-77464-C2-1-R
dc.rights	Attribution 3.0 Spain
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	http://creativecommons.org/licenses/by/3.0/es/
dc.subject	Àrees temàtiques de la UPC::Arquitectura
dc.subject	Àrees temàtiques de la UPC::Ensenyament i aprenentatge
dc.subject	Architecture -- Study and teaching (Higher)
dc.subject	Virtual reality
dc.subject	City planning
dc.subject	Information and communication technologies
dc.subject	Higher education
dc.subject	Urban design
dc.subject	Virtual reality
dc.subject	Learning methodologies
dc.subject	Architecture schools
dc.subject	Teaching/learning strategies
dc.subject	Interactive learning environments
dc.subject	Arquitectura -- Ensenyament universitari
dc.subject	Realitat virtual
dc.subject	Urbanisme
dc.title	Methodologies of learning served by virtual reality: a case study in urban interventions
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	info:eu-repo/semantics/article

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