TY - CHAP
T1 - Assessing spatial design in virtual environments
AU - Cram, Andrew
AU - Lowe, Russell
AU - Lumkin, Katy
N1 - Previously published in "Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education" (2014) edited by Shannon Kennedy-Clark, Kristina Everett, Penny Wheeler, pp. 74-116, Hershey, PA : Information Science Reference. ISBN: 9781466644700
PY - 2016
Y1 - 2016
N2 - There is growing interest in adopting three-dimensional virtual environments within spatial design courses to use digital modelling techniques to support students' learning. One pedagogical issue that has received little attention so far is the question of how 3D virtual environments can be used to implement assessment techniques that support students' learning of spatial design expertise. This chapter seeks to assist spatial design educators who are considering digital modelling by presenting two case studies that highlight assessment practices within spatial design courses using virtual environments. Rubrics and student work samples are included. These courses both involve students creating architectural designs within virtual environments, yet contrast in several ways: learning outcomes, 3D modelling technologies, and student cohorts. The cases examine how the affordances of virtual environments for iterative, immersive, and collaborative design can enable formative and summative assessment, with both design process and the final artefact playing important roles.
AB - There is growing interest in adopting three-dimensional virtual environments within spatial design courses to use digital modelling techniques to support students' learning. One pedagogical issue that has received little attention so far is the question of how 3D virtual environments can be used to implement assessment techniques that support students' learning of spatial design expertise. This chapter seeks to assist spatial design educators who are considering digital modelling by presenting two case studies that highlight assessment practices within spatial design courses using virtual environments. Rubrics and student work samples are included. These courses both involve students creating architectural designs within virtual environments, yet contrast in several ways: learning outcomes, 3D modelling technologies, and student cohorts. The cases examine how the affordances of virtual environments for iterative, immersive, and collaborative design can enable formative and summative assessment, with both design process and the final artefact playing important roles.
UR - http://www.scopus.com/inward/record.url?scp=84958688433&partnerID=8YFLogxK
U2 - 10.4018/978-1-4666-8751-6.ch022
DO - 10.4018/978-1-4666-8751-6.ch022
M3 - Chapter
AN - SCOPUS:84958688433
SN - 1466687517
SN - 9781466687516
VL - 1-4
T3 - Contemporary research in information science and technology
SP - 481
EP - 517
BT - Mobile computing and wireless networks
A2 - , Information Resources Management Association
PB - IGI Global
CY - Hershey, Pennsylvania
ER -