Virtual Reality as a Tool for Teaching Architecture
Virtual Reality as a Tool for Teaching Architecture
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虚拟现实作为建筑教学的工具
DOI：
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发表时间：
2018
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影响因子：
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通讯作者：
J. Castañon
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作者：
Guilherme Valle Loures Brandão;Wilian Daniel Henriques do Amaral;Caio Augusto Rabite de Almeida;J. Castañon
每年都有许多技术以这样一种方式开发和实施，从根本上改变我们创造、发展和与环境互动的方式。虚拟现实通过允许用户沉浸在数字世界或未建成的项目模拟中，在建筑上得到了广泛的传播。在工程和体系结构方面，项目解决方案和提案可视化对于理解不同的步骤和开发新的项目解决方案至关重要。这些工具有助于加快过程，更快地迭代和探索数字模型，并创建最佳解决方案。插入支持学生形成与新技术相关的内容是朝着未来建筑师适应新设计趋势的资格迈出的重要一步。本文旨在评估Juiz de Fora联邦大学(UFJF)在图形表现和建筑设计辅助工具方面的进一步培训方法。为此，使用和评估了VR体验，用于展示由Juiz de Fora联邦大学建筑系学生设计的几个建筑项目。这项工作的前提是，应用于手机或虚拟现实护目镜等移动设备的技术相当便宜，如果在学习的第一阶段展示给学生，就会变得熟悉，随着校友毕业的进展，他们会达到深刻而复杂的状态。总之，经过一段时间的适应后，学生对建筑设计有了可感知的接受和理解。
Every year many technologies are developed and implemented in such a way that fundamentally alters how we create, develop and interact with the environment. Virtual Reality has been broadly spread on architecture by allowing users to immerse on a digital universe or in an unbuilt project simulation. On engineering and architecture, project solutions and proposal visualization are essential for the diverse steps understanding and new project solutions development. Such tools help on speeding up processes, iterate and explore digital models faster and create the best solutions. The insertion of contents that support the student formation related to new technologies is an important step towards the qualification of future architects to new design tendencies. This paper aims to evaluate the further training methods on graphic representation and architectural design aid tools at the Juiz de Fora Federal University (UFJF). For this purpose, the use and evaluation of a VR experience used to show several architectural projects designed by the architecture students from the Federal University of Juiz de Fora presentations. The work starts from the premise that the technology applied to mobile devices such as cellphones or virtual reality goggles are reasonably cheap to acquire and become familiar to the student if presented on the first stages of learning, achieving a deep and complex status as the alumni progresses towards graduation. To conclude, it is perceived that after an initial adaptation period there was a perceivable acceptation and architectonic design comprehension by students.