Akademik Veri Yönetim Sistemi
ICMEK 6th International Congress On Interior Architecture Education “CODE, CORE, COLLABORATION AND CREATIVITY” 12 - 13 December 2024, Turkey, İstanbul, Türkiye, 12 - 13 Aralık 2024, ss.23-26, (Özet Bildiri)
The innovations brought by the transformative effect of computer technologies have grown exponentially in recent years, with interactive digital experiences at the forefront. The advanced computer technologies in digital expertise have been responded to with virtual reality applications for communication and education (Maghool et al., 2018; Rickel, 2001; Bashabsheh et al., 2019). In the axis of these applications, the discipline of architecture also observes the potential effects of advancing technologies in front of its traditional education between theory and construction practices. Bridging the gap between architectural representations and reality has a profound and beneficial impact on students' understanding. Augmented reality technologies enable users to experience visual and spatial prototyping and integration into the physical environment. Traditional architectural education often struggles to establish the relationships between place, form, space, and ratioproportion and to grasp new construction technologies (Güray & Kısmet, 2021). Undoubtedly, the knowledge of building systems, technology, and materials, which covers a significant part of architectural education, is critically essential for students in terms of construction site application practice/competence. It is crucial to gain prediction and problem-solving competence in the preconstruction site experience, which has dynamic functioning and problems that can arise at any time (An et al., 2023). However, due to the occupational safety measures at the construction site, the limited number of students participating in the construction site prevents them from learning the productions made in the field. The lack of compatibility of the construction site program with the course curriculum, material cost, time, etc., and obstacles reduce the possibility of experiencing theoretical knowledge and transforming it into practice (Lucas, 2018; Pedro et al., 2015). At this point, augmented reality technologies provide a realistic environment for visualising and spatially experiencing complex spatial relationships (Kljun et al., 2020). Simulations created with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) technologies bring a visionary effect to architectural education by including multiple perceptions and bodily movements in the process (Al-Ansi et al., 2023; URL1 Gattupalli, 2024).