Kolozali, Denis
(2025)
Integrating immersive technologies to architectural design studios.
PhD thesis, University of Nottingham.
Abstract
This research investigates the transformative potential of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—in architectural education, with a particular focus on their application within design studios. It addresses the evolution of architectural pedagogy from its classical origins, characterized by the master-apprentice model, through the formalized education systems of the traditional period, to the contemporary era where digital and immersive technologies play a pivotal role.
The study is anchored in a mixed-method research design, integrating both quantitative and qualitative approaches to provide a comprehensive evaluation of the impact of VR, AR, and MR on architectural education. Quantitative data were collected through pre- and post-experiment questionnaires administered to a diverse cohort of students and educators. Qualitative insights were garnered from in-depth interviews and case studies conducted across multiple educational institutions. These methods collectively facilitated a robust analysis of how immersive technologies influence teaching methodologies, student engagement, and educational outcomes.
The thesis begins with a literature review that traces the historical context of architectural pedagogy, highlighting key developments and shifts that have shaped the design studio as the core of architectural education. The classical period, marked by the apprenticeship system and the Ecole des Beaux-Arts model, laid the groundwork for the studio-based learning approach. The traditional period saw the formalization of architectural education within academic institutions, influenced significantly by Donald Schon's theories on reflective practice and experiential learning.
The core of the research focuses on contemporary architectural education and the integration of immersive technologies. The study identifies several key benefits of VR, AR, and MR in design studios, including enhanced spatial understanding, improved creativity, and more effective communication between students and educators. Immersive environments allow students to visualize and interact with architectural designs in a more tangible and realistic manner, fostering innovative problem-solving and design thinking. The research also explores the pedagogical implications of these technologies, demonstrating how they can support a more interactive and student-centered learning experience.
However, the adoption of immersive technologies in architectural education is not without challenges. The thesis addresses critical issues such as the high cost of equipment, the need for specialized training for both students and educators, and the complexities of integrating these technologies into existing curricula. Despite these challenges, the findings indicate that the benefits of VR, AR, and MR far outweigh the drawbacks, providing a compelling case for their inclusion in architectural education.
The research is guided by Bloom's Taxonomy, ensuring that the educational objectives align with higher-order thinking and deeper cognitive engagement. By employing Bloom's framework, the study emphasizes the importance of fostering creativity, communication, and confidence in students through the use of immersive technologies. The findings suggest that VR, AR, and MR can significantly enhance the quality of architectural education, preparing students for the demands of the modern architectural profession.
The thesis concludes with practical recommendations for educators and institutions aiming to integrate immersive technologies into their curricula. These recommendations are based on the research findings and best practices identified through the case studies and interviews. The study advocates for a strategic approach to technology integration, emphasizing the need for adequate resources, training, and support to maximize the educational benefits of VR, AR, and MR.
Overall, this research contributes to the growing body of knowledge on the use of immersive technologies in education. It provides valuable insights into the potential of these tools to revolutionize architectural pedagogy, offering a roadmap for educators and institutions seeking to enhance their teaching practices and improve student learning outcomes. The research underscores the transformative potential of VR, AR, and MR, positioning them as critical components of the future of architectural education.
| Item Type: |
Thesis (University of Nottingham only)
(PhD)
|
| Supervisors: |
Rutherford, Peter
Barker, Graeme
Lawson, Glyn |
| Keywords: |
Architectural education; Virtual reality; Augmented reality; Mixed reality; Technology integration |
| Subjects: |
N Fine Arts > NA Architecture |
| Faculties/Schools: |
UK Campuses > Faculty of Engineering |
| Item ID: |
79513 |
| Depositing User: |
Kolozali, Denis
|
| Date Deposited: |
28 Aug 2025 09:50 |
| Last Modified: |
28 Aug 2025 09:50 |
| URI: |
https://eprints.nottingham.ac.uk/id/eprint/79513 |
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