Augmenting the Exposure of Extended Reality (XR) Technologies for Architectural Graduate and Undergraduate Students in Hong Kong:
On Teaching Initiatives for Virtual-, Augmented- and Mixed Reality
(VR/AR/MR)
Garvin GOEPEL, Jimmy T. W. HO, and Adam FINGRUT
The Chinese University of Hong Kong (CUHK), Hong Kong
Keywords: Augmented/virtual reality, learning-oriented technologies, curriculum and syllabus design, tools and platforms
Abstract
This Article discusses strategies for the exposure and integration of extended reality (XR) technologies among postgraduate and undergraduate level architecture students in Hong Kong. Explored are collaborative, constructivist, and design thinking frameworks embedded into the course curriculum, teaching workshops, and design activities for the promotion of hybrid (physical and digital) learning.
Programmes such as those at The Chinese University of Hong Kong (CUHK) do not consider XR as part of the core curriculum, resulting in students successfully completing a degree without exposure to the technology, platforms, and methods, leaving them unprepared for an increasingly digital future in professional practice. This study examines strategies for hybrid teaching and learning initiatives, student exposure to ongoing research and development of emerging technologies, and preparation for a future industry that mixes digital, physical, and virtual practice in architecture. It showcases different approaches for technology-facilitated teaching and learning using mixed reality design and build workshops in public
university spaces, the integration of XR methods and hardware within studio and elective course curriculum, and crossover studio workshops available for faculty and students.
Results of an online questionnaire for students (n = 34) reflected a high need for learning AR in architectural education. Participants agreed that augmented reality (AR) technology can enhance design thinking process and self-learning, and lead to a more effective architectural practice. Major learning obstacles include the lack of technical support and relevant knowledge, accessibility to specific tools and pre-occupied academic schedules by other schoolwork.
By keeping instructors and students engaged with novel XR technology, programmes and graduates will remain competitive in academic and professional pursuits. They develop novel hybrid workflows and methods for design-driven research in a future practice where digital, physical, online, and offline learning become increasingly fluid.