虚拟现实技术用于建筑教学外文文献翻译.docx

1、虚拟现实技术用于建筑教学外文文献翻译虚拟现实技术用于建筑教学外文翻译2019英文The application of virtual reality technology in architectural pedagogy for building constructionsAhmad Bashabsheh, Hussain Alzoubi, Mostafa AliAbstractThe recent development in information technology has huge opportunities to improve the architectural educati

2、on in terms of methodologies, strategies and tools. Building construction courses taught in the College of Architecture and Design at Jordan University of Science and Technology mainly depend on the traditional Teachercentered method of teaching. This research suggests a virtual environment technolo

3、gy as a tool to develop new educational approach for these courses.This study developed computer software for this purpose to deal with building construction using virtual reality technology (BCVR software). This software is designed by the authors for research purpose and presents 4D model (3D mode

4、l and time dimension) for certain building construction phases using VR technology to do immersive and non-immersive virtual reality experience for the users. This research aims at evaluating the (BCVR Software) in architectural education of building construction courses as a case study at Jordan Un

5、iversity of Science and Technology (JUST) in terms of three axes: providing students with the building construction information, achieving enjoyment, and the integrating with other courses.The study sample was selected from the population of building construction students at Jordan University of Sci

6、ence and Technology (JUST). A structured questionnaire was designed and distributed to the students of the abovementioned classes.The results show that the VR software has the ability to achieve the three axes better than those of the traditional teaching method. As a conclusion, using the BCVR soft

7、ware as a tool in building construction courses is very useful and effective for the students. The VR technology is also applicable on other architectural courses.Keywords: Building construction, Architectural education, Virtual reality, VR technology1.IntroductionWith the evolution of information a

8、nd communication technology, change and improvement become very essential in many sectors. Education sector considers information and communication technology as one of the most important tools to develop learning process.Because of the great development in building construction industry, as well as

9、 the complexity of the projects design and forms, it is important to develop the architectural engineering education using multimedia such as, immersive virtual reality, videos, and simulation technologies.Virtual reality technology (VR) and interaction by 3D geometric model could bring an end to th

10、e passive learning which is followed in the traditional methodology of education. They also lead to beneficial communication between various participants in education process.Building construction (BC) courses offered in the academic curricula at architecture departments are still taught using the t

11、raditional ways; mainly, by teacher centered learning way. Basically, students rely on what teachers give or teach inside the classroom. This methodology of teaching makes understanding ideas so boring and less efficient for many students; especially for students who are not interested in building c

12、onstruction courses.With the evolution in information technology, multimedia, and the development in virtual environment give the opportunity for developing the educational process in building construction courses and using more effective ways and methods of teaching other than the traditional ones.

13、 This will make building construction and structural ideas more understandable.This research focuses on virtual environment to be a tool for new educational approach in architectural field; mainly, in building construction courses. It aims at evaluating the application of virtual reality technology

14、in architectural education as a technique that supplies new teaching methodology, especially in building construction (BC) courses. The ultimate goal of this study is achieved by fulfilling the following objectives:1. Evaluating the ability of students to gain information by using VR technology comp

15、ared with that of the traditional way of teaching.2. Evaluating the enjoyment level for students in learning by using VR technology compared with that of the traditional way of teaching.3. Evaluating the integration with other teaching courses by using VR technology compared with that of the traditi

16、onal way of teaching.To test the abovementioned hypotheses; the authors designed and developed (BC/VR software) contains all phases of building construction of a selected building with a set of features for users showing all phases of building construction set in sequential steps with the ability to

17、 walk through each phase in virtual immersive and non-immersive environment. Each phase is attached to important documents and videos to explain the construction process in each phase. This software contains all architecture, structural, detailed drawings of the project.The BC/VR software has been e

18、xperimented and used for testing the students of building construction courses Jordan University of Science and Technology (JUST) in the department of architecture as a case study.2.Educational thoughtsThis research presents the architectural pedagogy as a thorough understanding of teaching methods

19、that reflect the advancement of new technology.Mortimer (1999) defines pedagogy as “any conscious activity by person to enhance the learning of another.” Pedagogy is a personal issue; it is the art of science of teaching which includes principles to improve learning.In general, educational science c

20、onsists of methods, Teaching techniques, Educational environment-tool, and Educational Psychology-Multiple Intelligences.Educational methods are classified to “student-oriented” and “teacher-oriented” which include narrating lecture, discussion, asking questions, Sample case, showing sample, problem

21、 solving.2.1.Learner-centered methodologyNorman and Spohrer (1996) distinguish between learner-centered and teacher-centered methods. In the first method, students are active participants in the learning process rather than passive recipients. In the second method, students are like empty vessels ne

22、ed to be filled. In this approach there is a focus on the importance of students in processing knowledge as co-constructors of knowledge.3.Virtual reality for educationVirtual Reality (VR) technology emerged in 1980s with the developing of system including Head Mounted Display (HMD) and data suit co

23、nnected to a computer. These technologies imitated 3D environment surrounded by materialized or stereoscopic view.Although “The term VR was first used in 1980s”, the development of the VR started much earlier without any single specific date for its invention. However, there are major hallmarks in i

24、ts development during the timeline from 1916 until now. In 1929 A simple mechanical flight simulator was developed by Edward Link for pilot training at a stationary. In 1956 Morton Heilig developed a multimodal experience display system called Sensorama and was patented in 1960.In the 1970s, compute

25、r graphics were greatly improved by Sutherland and his students who explored the rendering of 3D objects.The first interactive architectural walkthrough system was developed between 1970 and 1985”, at the University of North Carolina (UNC) and this continued to be refined in a major research program

26、 (Brooks, 1986, 1992)”.In 1984, the NASA Aerospace Human Factors Research Division created the Virtual Interface Environment Workstation (VIEW) lab by Scott Fisher.Many VR companies such VPL, LEEP System received early funding to work with the VIEW lab. VPL created the Data Glove in 1985 and IPhones

27、 in which a head-mounted stereo displayed in 1989.Other head-based displays were designed for the VIEW project; for instance, the original BOOM head-based display designed in 1987 by Jim Humphries, lead engineer for the NASA VIEW project.Howard Rheingold 1991defines virtual reality (VR) as “an exper

28、ience in which a person is surrounded by a three dimensional computer-generated representation, and is able to move around in the virtual world and see it from different angles, to reach into it, grab it, and reshape it.”. Bertol (1997) describes VR as “a computer-generated world involving one or mo

29、re human senses and generated in real-time by the participants actions.” 3.1.Virtual reality systemsVirtual reality systems support time and location and consist of computers, users, hardware and software. (Whyte) divided Virtual reality systems into two main categories: Immersive Virtual and Non im

30、mersive.3.1.1.Immersive systemsImmersive systems totally surround the users, they do this through specific hardware and need high-end computing power. Immersive virtual reality systems is replaced with head mounted display unit.3.1.2.Non-immersive systemsIn this system, the viewers supposedly are no

31、t totally immersed using more generic hardware. It is as window-on-a-world systems in which the virtual reality can be seen through display screen.3.2.VR in educationVirtual learning environment integrates the traditional way of education by bringing the real world into the classroom. According to t

32、he development in communication, simulation, and the way of presenting information, VR has been broadly used to train high risk occupation and disciplines such as pilot training. However, VR educational purposes in construction have been limited.Walker, 1990suggested that putting users in a three dimensional experience makes them feel like they are inside a virtual world rather than just observing images. So, VR technology is a good tool for applying in constructivist approach in learning in which it provides users with real experience in any educational environment.4.Four dimension