Assessing spatial design in virtual environments

Andrew Cram*, Russell Lowe, Katy Lumkin

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    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.

    Original languageEnglish
    Title of host publicationMobile computing and wireless networks
    Subtitle of host publicationconcepts, methodologies, tools, and applications
    Editors Information Resources Management Association
    Place of PublicationHershey, Pennsylvania
    PublisherIGI Global
    Chapter22
    Pages481-517
    Number of pages37
    Volume1-4
    ISBN (Electronic)9781466687523, 1466687525
    ISBN (Print)1466687517, 9781466687516
    DOIs
    Publication statusPublished - 2016

    Publication series

    NameContemporary research in information science and technology

    Bibliographical note

    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

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