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  • Enseñanza geolocalizada de los proyectos urbanos. Nuevas estrategias educativas con ayuda de dispositivos móviles. Un estudio de caso de investigación educativa  Open access

     Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Fonseca Escudero, David; Navarro Delgado, Isidro
    ACE: architecture, city and environment = arquitectura, ciudad y entorno
    Vol. 8, num. 24, p. 100-121
    DOI: 10.5821/ace.8.24.2714
    Date of publication: 2014-02
    Journal article

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    El presente trabajo incluido en un marco de investigación más amplio, tiene como objetivo la implementación de un sistema de navegación georeferenciado y con realidad aumentada sobre plataforma Layar© para dispositivos móviles con propósitos docentes. Dicha aplicación permite la creación de canales de información mediante bases de datos con modelos virtuales y todo tipo de contenido multimedia. La metodología de trabajo es la de un caso de estudio de investigación educativa llevada a cabo con estudiantes de Arquitectura y Planificación Urbana a nivel de máster en una materia centrada en el uso de las Tecnologías de la Información y la Comunicación en el Diseño Urbano, usando como tema central los campus universitarios. Denominamos Geo-elearning a nuestra experiencia porque además de usar estrategias propias del E-Learning, incorpora la geo-localización de contenidos, permitiendo, sobre un emplazamiento determinado, su evaluación con propósitos docentes, lo que nos ha permitido demostrar su viabilidad y eficacia educativa. This paper, which is included in a larger research framework, aims to study the implementation of a mobile Geolocation-based Augmented Reality (AR) system on Layar© platform, for educational purposes. This application allows the creation of information channels using databases that store 3D models and all kinds of multimedia content. The working methodology for this educational research was the study case. It was conducted with students of Architecture degree and Urban Planning Masters, and we were focused on the use of ICT in Urban Design, using college campuses as a central theme. The experience was called Geo-learning because, besides the use of E-Learning strategies, it incorporated student¿s 3d content geo-localization. This allowed its assessment on a particular site, and enabled us to demonstrate feasibility and effectiveness of this technology in educational settings.

    El presente trabajo incluido en un marco de investigación más amplio, tiene como objetivo la implementación de un sistema de navegación georeferenciado y con realidad aumentada sobre plataforma Layar© para dispositivos móviles con propósitos docentes. Dicha aplicación permite la creación de canales de información mediante bases de datos con modelos virtuales y todo tipo de contenido multimedia. La metodología de trabajo es la de un caso de estudio de investigación educativa llevada a cabo con estudiantes de Arquitectura y Planificación Urbana a nivel de máster en una materia centrada en el uso de las Tecnologías de la Información y la Comunicación en el Diseño Urbano, usando como tema central los campus universitarios. Denominamos Geo-elearning a nuestra experiencia porque además de usar estrategias propias del E-Learning, incorpora la geolocalización de contenidos, permitiendo, sobre un emplazamiento determinado, su evaluación con propósitos docentes, lo que nos ha permitido demostrar su viabilidad y eficacia educativa.

    El present treball inclòs en un marc d’investigació més ampli, té com objectiu la implementació d’un sistema de navegació georeferenciat i amb realitat augmentada sobre plataforma Layar© per dispositius mòbils amb propòsits docents. Aquesta aplicació permet la creació de canals d’informació mitjançant bases de dades amb models virtuals i tot tipus de contingut multimèdia. La metodologia de treball és la d’un cas d’estudi d’investigació educativa portada a terme amb estudiants d’Arquitectura i Planificació Urbana a nivell de màster en una matèria centrada en l’ús de les Tecnologies de la Informació i la Comunicació en el Disseny Urbà, utilitzant com tema central els campus universitaris. Denominem Geo-elearning a la nostra experiència perquè a més d’utilitzar estratègies pròpies de E-learning, incorpora la geolocalització de continguts permetent, sobre un determinat emplaçament, la seva avaluació amb propòsits docents, el que ens ha permès demostrat la seva visibilitat i eficàcia educativa.

    This paper, which is included in a larger research framework, aims to study the implementation of a mobile Geolocation-based Augmented Reality (AR) system on Layar© platform, for educational purposes. This application allows the creation of information channels using databases that store 3D models and all kinds of multimedia content. The working methodology for this educational research was the study case. It was conducted with students of Architecture degree and Urban Planning Masters, and we were focused on the use of ICT in Urban Design, using college campuses as a central theme. The experience was called Geo-learning because, besides the use of E-Learning strategies, it incorporated student’s 3d content geo-localization. This allowed its assessment on a particular site, and enabled us to demonstrate feasibility and effectiveness of this technology in educational settings.

  • Mobile learning en el ámbito de la arquitectura y la edificación. Análisis de casos de estudio

     Redondo Dominguez, Ernest; Fonseca Escudero, David; Sanchez Riera, Alberto; Navarro Delgado, Isidro
    Revista de Universidad y Sociedad del Conocimiento, RUSC
    Vol. 11, num. 1, p. 152-174
    DOI: 10.7238/rusc.v11i1.1844
    Date of publication: 2014-01
    Journal article

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    En esta investigación educativa nos hemos centrado en el uso del aprendizaje móvil (ML) en el campo de la arquitectura y la construcción. Se llevó a cabo en distintos niveles de la enseñanza universitaria de grado y de máster, a fin de evaluar la integración de la tecnología de la Realidad Aumentada (RA) en dispositivos móviles. Se han realizado varios estudios de caso, en los que se han abordado diferentes estrategias, que van desde el uso de los códigos QR (quick reference) o marcadores específicos para descargar contenidos multimedia generados por los estudiantes tales como los modelos 3D georeferenciados para ser ajustados y evaluados en el lugar. Por lo tanto, se diseñaron prácticas específicas en el marco de diferentes temas, donde los dos tipos más comunes de registro han sido probados (reconocimiento óptico de imagen y posicionamiento GPS). También se ha abordado la integración de la luz en la escena. Debido al alto costo y a la disponibilidad limitada de estos dispositivos, hemos creado grupos experimentales con pocos alumnos que comparten, si es necesario, los terminales. La mejora del rendimiento académico y la manejabilidad de los sistemas han sido evaluadas en cada caso específico utilizando cuestionarios estandarizados, en comparación con el grupo de estudiantes de control. Los resultados muestran que estos dispositivos se han convertido en una herramienta eficaz, eficiente y satisfactoria para el uso de esta tecnología móvil, la RA en su versión (hand-held) manejable a mano. This educational research focuses on the use of mobile learning (m-learning) in the field of Architecture and Building Construction. It was conducted at various levels of university teaching (bachelor¿s and master¿s degree courses) to assess the integration of augmented reality (AR) technology on mobile devices. Several cases employing different strategies were studied.

  • Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models

     Fonseca Escudero, David; Martí Audí, Nuria; Redondo Dominguez, Ernest; Navarro Delgado, Isidro; Sanchez Riera, Alberto
    Computers in human behavior
    Vol. 31, p. 434-445
    DOI: 10.1016/j.chb.2013.03.006
    Date of publication: 2014-02-01
    Journal article

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    In this study, we describe the implementation and evaluation of an experiment with Augmented Reality (AR) technology in the visualization of 3D models and the presentation of architectural projects by students of architecture and building engineering. The proposal is based on the premise that the technology used in AR, such as mobile devices, is familiar to the student. When used in a collaborative manner, the technology is able to achieve a greater level of direct engagement with the proposed content, thereby improving academic outcomes. The objective was to assess the feasibility of using AR on mobile devices in educational environments and to investigate the relationship between the usability of the tool, student participation, and the improvement in academic performance after using AR. The validation was performed through a case study in which students were able to experience a virtual construction process overlapped onto real environments. Results were obtained by students' pre-tests and post-tests. In line with our assumptions, the use of mobile devices in the classroom is highly correlated with motivation, and there is a significant correlation with academic achievement. However, the difficulty of using and generating content is a complex factor that suggests difficulty when implementing more complicated models. (C) 2013 Elsevier Ltd. All rights reserved.

  • Academic performance assessment using augmented reality in engineering degree course

     Sanchez Riera, Alberto; Redondo Dominguez, Ernest; Fonseca Escudero, David; Navarro Delgado, Isidro
    Annual Frontiers in Education Conference
    p. 1527-1533
    Presentation's date: 2014-10-24
    Presentation of work at congresses

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    The main goal of this report is to address the implementation of Augmented Reality (AR) technology in a university teaching context using different mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering degree, where this technology offers potential advantages in the spatial training processes. The objective is to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments related with the field of architecture, civil and building engineering. This method is validated through a case study where building engineering students were able to visualize a virtual complex models process overlapped onto a real environment. The results obtained from the students¿ PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

    The main goal of this report is to address the implementation of Augmented Reality (AR) technology in a university teaching context using different mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering degree, where this technology offers potential advantages in the spatial training processes. The objective is to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments related with the field of architecture, civil and building engineering. This method is validated through a case study where building engineering students were able to visualize a virtual complex models process overlapped onto a real environment. The results obtained from the students’ PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

  • EVALUACIÓN DE LA TECNOLOGÍA DE REALIDAD AUMENTADA MÓVIL EN ENTORNOS EDUCATIVOS DEL ÁMBITO DE LA ARQUITECTURA Y LA EDIFICACIÓN  Open access

     Sanchez Riera, Alberto
    Department of Architectural Technology I, Universitat Politècnica de Catalunya
    Theses

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    La presente tesis doctoral pretende abordar la implantación de la tecnología de Realidad Aumentada (RA) en un contexto docente mediante el uso de dispositivos móviles (hand held). Se han utilizado para ello ordenadores portátiles, tabletas yteléfonos de última generación bajo los dos sistemas operativos más comunes (iOs i Android). Desarrollando específicamente contenidos y metodologías de evaluación en el campo de la arquitectura y la ingeniería de la edificación, donde esta tecnología, relativamente reciente, y basada fundamentalmente en la superposición de información a un objeto o un entorno real , ofrece ventajas potenciales en el proceso de formación de futuros profesionales en este campo. Con este propósito se abordan: Los fundamentos teóricos que se han considerado relevantes para el entendimiento yfuncionamiento de la tecnología; La implantación de nuevas metodologías docentes en contextos educativos, basadas en la tecnología de RA y el aprendizaje mediante dispositivos móviles. Implicando a los estudiantes en la generación de contenidos virtuales utilizando distintas aplicaciones de Realidad Aumentada existentes y una de desarrollo propio; La evaluación del grado de satisfacción alcanzado, asi como la eficiencia y eficacia de los cursos realizados. Conceptos todos ellos relacionados con la usabilidad; y finalmente, la mejora en el rendimiento académico de los alumnos.El trabajo se ha estructurado en dos bloques: en el primero se detalla la fundamentación pedagógica y didáctica que ha motivado la redacción de esta tesis, para continuar con la descripción de la metodología empleada en la evaluación de loscursos realizados . Finalmente, en este bloque, se establece un marco general de la tecnología, explorando distintos factores de carácter teórico que se han considerado relevantes, y que van desde la definición del concepto hasta el estado actual de los sistemas y software empleados en distintos campos; en el segundo bloque, que constituye la parte practica de esta tesis, se aborda, a través de distintos ensayos, la implantación de la tecnologia de RA en entornos docentes. Se utilizan para ello los dos sistemas más habituales en dispositivos móviles y que son: los que basan el registro de información virtual a partir del reconocimiento óptico de imágenes; y los basados en el posicionamiento a través de GPS.En relación a la evaluación de la tecnologla se distinguen dos lineas de actuación consecutivas en el tiempo: La evaluación de la usabilidad de los sistemas empleados, de acuerdo a la norma ISO 9241-11. Así, a partir de las respuestas a 127cuestionarios específicos, se construyen indicadores mediante técnicas de análisis multivariante, que ilustran la situación de cada alumno por comparación con el resto, y que representan una aproximación útil al estudio de la misma, ayudando a la obtención de conclusiones de forma más objetiva; La evaluación del rendimiento se realiza en los dos últimos cursos.Divididos en grupo experimental y grupo de control, y a partir de las calificaciones PRE-TEST y POS-TEST, se evalúan un total de 171 alumnos de los que 55 forman los dos grupos experimentales.Las experiencias docentes descritas y los resultados extraídos de los cuestionarios planteados , permiten verificar la viabilidad del uso de esta tecnología los campos mencionados. Ya sea como herramienta alternativa o complementaria a las metodologías tradicionales, y donde el estudiante se implica y participa dinámicamente de su propio proceso de aprendizaje. De igual modo, los resultados reflejan un sensible aumento en el rendimiento global de los alumnos querealizan los cursos experimentales, en contraste con los alumnos que forman los grupos de control y que no utilizan la tecnología. Finalmente, este documento plantea el desarrollo de trabajos futuros , como son las futuras mejoras de la aplicación desarrollada, y el uso de la de la tecnología enfocada a tareas de rehabilitacíón y mantenimiento en edificios

    This thesis aims to address the implementation of Augmented Reality (AR) technology in a teaching context by using mobile devices (hand held).Laptops , tablets and mobile devices were used with the two most common operating systems (IOS and Android). Specifics contents and evaluation methodologies have been developed in the field of architecture and building engineering, where this technology which is relatively recent, and mainly based on overlapping information to an object or a real environment, offers potential advantages in the training processes of future professionals in this field. With this purpose, the following issues have been addressed: . Those theoretical foundations considered relevant for the understanding and operation of the technology. . The introduction of new teaching methods through mobile devices , based on AR technology in educational contexts. Involving students in the creation of virtual content using various existing Augmented Reality applications and an application own developed. . The evaluation of the degree of satisfaction, efficiency and effectiveness of the courses. All these concepts linked to usability. . The improvement of students' academic performance. The essay has been structured in two blocks: The first one starts by specifying the pedagogical and educational foundation that has motivated this thesis. lt then goes on to describe the methodology used in the evaluation of the courses. And finally, still in this block, a general framework of technology is established. It explores various theoretical keys that have been considered relevant, ranging from the definition of the AR concept to the current state of systems and software used in various fields . The second block, which constitutes the practical part of this thesis, addresses the implementation of AR technology in learning environments through different case studies. To this end the two most common systems in mobile devices have been used: Optical recognition and GPS based. In regard to the evaluation of the technology there are two consecutive lines: Systems usability assessment, according to ISO 9241 -11 . Thus, from the responses to 127 specific questionnaires, indicators are constructed using multivariate analysis techniques, which illustrate the situation of each student by comparison with the rest. It allowed a useful approach to the study and it helped to obtain more objective conclusions. For the evaluation of academic performance, held in the last two courses , students were divided into experimental and control groups. Assessment was carried out from PRE-TEST and POST-TEST scores. In total, 171 students (55 from the two experimental groups) were evaluated. Due to the reduced samples a statistical procedure was used based on the Sludent's t distribution. Through the p value (statistical significance) returned , we established the likelihood of group's scores being coincident or not before and after workouts. The teaching experiences described and the results extracted from the questionnaires allowed to verify the feasibility of using this technology in the fields mentioned. Either as an alternative tool or complementary to traditional methodologies, and where students get ¡nvolved and participate dynamically in their own learning process. In addition, results reflect a significant improvement in the overall performance of students from experimental courses compared to students from the control groups, who did not use the technology. Finally, this paper puts forward the development of future work, such as future improvements of the application developed and the use of this technology aimed at the rehabilitation and maintenance of buildings.

  • Hand-held augmented reality: Usability and academic performance assessment in educational environments. Case study of an engineering degree course

     Sanchez Riera, Alberto; Fonseca Escudero, David; Navarro Delgado, Isidro; Redondo Dominguez, Ernest
    Information (Japan)
    Vol. 16, num. 12 (B), p. 8621-8634
    Date of publication: 2013-12
    Journal article

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    This goal of this report is to address the implementation of Augmented Reality (AR) technology in a teaching context using mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering, where this technology offers potential advantages in the training processes. The objective was to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments. This method was validated through a case study where students were able to see a virtual construction process overlapped onto a real environment. The results obtained from the students' PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

    This goal of this report is to address the im plementation of Augmented Reality (AR) technology in a teaching context using mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering, where this technology offers potential advantages in the training processes. The objective was to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments. This method was validated through a case study where students were able to see a virtual construction process overlapped onto a real environment. The results obtained from the students’ PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

    Postprint (author’s final draft)

  • Hand-Held augmented reality: usability and academic performance assessment in educational environments : case study of an Engineering Degree Course

     Sanchez Riera, Alberto; Redondo Dominguez, Ernest; Fonseca Escudero, David; Navarro Delgado, Isidro
    Information (Japan)
    Vol. 16, num. 12(B), p. 8621-8634
    Date of publication: 2013-12
    Journal article

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    The goal of this report is to address the implementation of Augmented Reality (AR) technology in a teaching context using mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering, where this technology offers potential advantages in the training processes. The objective was to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments. This method was validated through a case study where students were able to see a virtual construction process overlapped onto a real environment. The results obtained from the students¿ PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

    This goal of this report is to address the im plementation of Augmented Reality (AR) technology in a teaching context using mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering, where this technology offers potential advantages in the training processes. The objective was to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments. This method was validated through a case study where students were able to see a virtual construction process overlapped onto a real environment. The results obtained from the students’ PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

    Postprint (author’s final draft)

  • Architectural geo-E-learning: geolocated teaching in urban environments with mobile devices: a case study and work in progress

     Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Fonseca Escudero, David; Peredo, Alberto
    Lecture notes in computer science
    Vol. 8022 LNCS, num. part 2, p. 188-197
    DOI: 10.1007/978-3-642-39420-1_21
    Date of publication: 2013-07
    Journal article

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    This work addresses the implementation of a mobile Augmented Reality (AR) browser on educational environments. We seek to analyze new educational tools and methodologies, non-traditional, to improve students¿ academic performance, commitment and motivation. The basis of our claim lies in the skills improvement that students can achieve thanks to their innate affinity to digital media features of new Smartphones. We worked under the Layar platform for mobile devices to create virtual information channels through a database associated to 3D virtual models and any other type of media content. The teaching experience was carried out with Master Architecture students, and developed in two subjects focused on the use of ICT and Urban Design. We call it Geo-elearning because of the use of new eLearning strategies and methodologies that incorporate geolocation, allowing receiving, sharing, and evaluate own-generated student¿s proposals, on site.

  • Combination of qualitative and quantitative techniques in the analysis of new technologies implementation in education. Using Augmented Reality in the visualization of architectural projects

     Fonseca Escudero, David; Redondo Dominguez, Ernest; Alitany, Ayman; Pifarré, Marc; Sanchez Riera, Alberto
    Conferencia Ibérica de Sistemas y Tecnologías de Información
    p. 205-211
    Presentation's date: 2013-06-19
    Presentation of work at congresses

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    In order to improve and optimize the acquisition of skills and competencies focused on the knowledge and understanding of three-dimensional space, the present paper proposes a new method of analysis in the incorporation of new visual technologies in the field of education for the degrees of 'Architecture' and 'Building Science and Technology'. The new method of analysis proposed is based on a combination of quantitative and qualitative techniques (using Bipolar Laddering - BLA) to assess the use of augmented reality systems applied to university teaching. The novel combination of methods and usability studies is meant to focus on the opinion and perception of the student. With this evaluation, the teacher can modify and improve the methods of deploying technology in the university framework in order to achieve a collaborative environment of success instead of the more traditional lecture environment. The positive results from a first teaching experience where the proposed method has been used, which we present in the current paper, confirm the utility of the method and encourage further replications for standardization. © 2013 AISTI.

  • Hybrid-ICT. Integrated methodologies for heritage documentation. Evaluation of the combined use of digital photogrammetry, 3D modeling and augmented reality in the documentation of architectural heritage elements

     Alitany, Ayman; Redondo Dominguez, Ernest; Fonseca Escudero, David; Sanchez Riera, Alberto
    Conferencia Ibérica de Sistemas y Tecnologías de Información
    p. 238-244
    Presentation's date: 2013-06-20
    Presentation of work at congresses

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    The constant disappearance of hundreds of roshans, the projected wooden windows, in the historical city of Jeddah is now an established fact. Documentation is a major step towards heritage preservation, whether threatened by man-made or natural factors but no architectural database or measurement records exist due to the absence of specialists and experts. Thus, there is an immediate need for training new technicians and architects who could ensure documentation and conservation of remaining heritage. Thus, we propose a combination of new technologies, flexible, high interconnectivity, and high usability data formats to capture, model, and simulate these elements of heritage interest. For this purpose, an academic experiment involving architecture students from Jeddah was designed. The experiment required students to engage with a new integration of ICT-Hybrid technologies that incorporate dynamic and fast processes for 3D documentation and modeling. In this paper, we evaluate the usability of the proposed methodology as well as investigate ideas that may bring us closer to the goal of effective heritage documentation. © 2013 AISTI.

  • Construction processes using mobile augmented reality: a study case in building engineering degree

     Sanchez Riera, Alberto; Redondo Dominguez, Ernest; Fonseca Escudero, David; Navarro Delgado, Isidro
    World Conference on Information Systems and Technologies
    p. 1053-1062
    DOI: 10.1007/978-3-642-36981-0_100
    Presentation's date: 2013-03-27
    Presentation of work at congresses

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    In this paper we describe the implementation and evaluation of an augmented reality (AR) application, on mobile devices. It¿s based on optical images recognition from real environment, and it has been particularly intended to be used in educational environments. Some improvements have been implemented compared to existing commercial ones, such as the ability to compare and move different models consecutively with a single marker. The objective was to assess the feasibility of using AR on mobile devices in educational environments. In addition we evaluated academic performance improvement using this technology. Validation was done through a case of study where students were able to see a virtual construction process overlapped to real environments. It was carried out by Building Engineering students of the EPSEB (UPC-Barcelona-Tech). Results obtained by student¿s PRE and POST test, and by questionnaires responses, demonstrated the application suitability as a new tool to be used in learning processes.

  • Implementation of augmented reality in ¿3.0 learning¿ methodology: case studies with students of architecture degree

     Redondo Dominguez, Ernest; Navarro Delgado, Isidro; Sanchez Riera, Alberto; Fonseca, David
    DOI: 10.4018/978-1-4666-2851-9.ch019
    Date of publication: 2013-01
    Book chapter

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    This chapter discusses the impact of using social media resources and new emerging technologies in teaching and learning processes. The authors of this chapter focus on Spanish architecture-education framework by analyzing three case studies carried out by students finishing architecture and building degrees. Students¿ interaction with this resources is assessed, as well as their derived academic results, and the degree of satisfaction from students and teachers using these resources and technologies. To conduct the study, the authors worked with Web based freeware applications, such as Dropbox, blogging systems, Moodle, YouTube, Wikipedia, and Google Maps. Mobile devices, such as smartphones and tablets PCs, were used to test QR-Codes (Quick Response Codes) and Augmented Reality technology based applications as Junaio and Ar-Media Plugin.

  • New Strategies Using Handheld Augmented Reality and Mobile Learning-teaching Methodologies, in Architecture and Building Engineering Degrees

     Redondo Dominguez, Ernest; Fonseca Escudero, David; Sanchez Riera, Alberto; Navarro Delgado, Isidro
    International Conference on Virtual and Augmented Reality in Education
    p. 52-61
    DOI: 10.1016/j.procs.2013.11.007
    Presentation's date: 2013-11-07
    Presentation of work at congresses

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    In this paper we present ¿ML-AR¿ Practice Modules, in the field of Architecture and Building Engineering. They are alternative to traditional courses which are taught over a semester, and adapted to the student learning flow. In this case we used a particular technology such as Hand Held Augmented Reality (HHAR), to overlap virtual models on real scenes. Experience was limited to specific groups within four areas of undergraduate and master. In each case, specific Mobile Learning (ML) practices have been carried out. Each experimental group (EG) has been able to visualize a virtual model created by them or their teachers, in order to evaluate an architectural proposal or a construction detail, on site, as part of their own learning process. Students without the required devices, still in the ordinary course, configured the control group, (CG). Virtual models generation and augmented scenes preview on site, provided evaluation tools for better assessment and knowledge of student¿s proposals prior to any intervention. In addition, tangible interaction and the abilitiy to modify and share their views also provided social skills and helped to create a self-formative process. Mobile devices and AR technology were used close to the students who show greater motivation and commitment in their didactic contents generation. Evaluation is based on academic performance improvement through study cases, by comparing the achievement of the overall objectives between the two groups (EG & GC). Relationship between performance and usability is also assessed. The experiments carried out confirmed our initial hypothesis, where Information and Communication Technologies (ICT) used in the web 3.0 environments, allow improving learning processes and reducing its temporality without previous experience at a very low cost. AR Technology in this area combined with Cloud computing development, creates a new paradigm of continuous training and self-learning though the use of AR technology.

  • Access to the full text
    Architectural geo-E-learning: geolocated teaching in urban environments with mobile devices: a case study and work in progress  Open access

     Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Fonseca Escudero, David; Peredo, Alberto
    International Conference on Virtual, Augmented and Mixed Reality
    p. 188-197
    DOI: 10.1007/978-3-642-39420-1_21
    Presentation's date: 2013-07-25
    Presentation of work at congresses

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    This work addresses the implementation of a mobile Augmented Reality (AR) browser on educational environments. We seek to analyze new educational tools and methodologies, non-traditional, to improve students¿ academic performance, commitment and motivation. The basis of our claim lies in the skills improvement that students can achieve thanks to their innate affinity to digital media features of new Smartphones. We worked under the Layar platform for mobile devices to create virtual information channels through a database associated to 3D virtual models and any other type of media content. The teaching experience was carried out with Master Architecture students, and developed in two subjects focused on the use of ICT and Urban Design. We call it Geo-elearning because of the use of new eLearning strategies and methodologies that incorporate geolocation, allowing receiving, sharing, and evaluate own-generated student¿s proposals, on site.

  • Augmented reality on architectural and building engineering learning processes. Two study cases

     Redondo Dominguez, Ernest; Navarro Delgado, Isidro; Sanchez Riera, Alberto; Fonseca Escudero, David
    Ubiquitous Computing and Communication Journal
    Vol. Special Issue Visual Int., num. & User Experience, p. 1269-1279
    Date of publication: 2012-05-11
    Journal article

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    In this paper we present the first conclusions of an educational research project which seeks to evaluate graphic and spatial capabilities improvement of undergraduate and master's degree in architecture, construction, urbanism and design students, throughout their academic training period, and by the use of Augmented Reality (AR) technology. The whole project consists of twelve case studies to be carried out in several university centers. At this moment, after the two finished case studies, it has been demonstrated that by combining the use of an attractive technology, to create dynamic photomontage for visual evaluation of virtual models in a real environment, and by the user-machine interaction that involves the AR, students feel more motivated, development and evolution of graphic competences and space skills are increased in shorter learning periods, and their academic performance is highly improved. We have used for this experience mobile phones, laptops, as well as low cost AR applications.

  • La ciudad como aula digital: enseñando urbanismo y arquitectura mediante mobile learning y la realidad aumentada: un estudio de viabilidad y de caso  Open access

     Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Moya Sala, Joaquim Narcis; Regot Marimon, Joaquin Manuel
    ACE: architecture, city and environment = arquitectura, ciudad y entorno
    Vol. 7, num. 19, p. 27-54
    Date of publication: 2012-06
    Journal article

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    El objetivo principal es evaluar como las nuevas Tecnologías de la Información y Comunicación se incorporan en los procesos educativos, añadiendo motivación, agilidad y movilidad. Primero en un estudio de viabilidad en una materia de Arquitectura, donde se han definido las metodologías y recursos necesarios, para luego en un estudio de caso con estudiantes de Ingeniería de la Edificación de la Universidad Politécnica de Cataluña, ensayar la mejora del rendimiento académico y las competencias informáticas en un entorno urbano usando el modelado virtual, la realidad aumentada y el mobile learning. En este segundo ensayo se ha definido un grupo experimental de estudiantes y los parámetros a evaluar por medio de cuestionarios, tales como el grado de satisfacción y la facilidad de uso de la tecnología empleada. Las conclusiones demuestran que estas tecnologías, con una tasa de usabilidad muy alta, incrementan el rendimiento académico, la rapidez y agilidad en la adquisición de conocimiento y amplían las competencias gráficas. Our primary goal is to evaluate how the new Information Technology and Communication are incorporated into the educational processes, adding motivation, flexibility and mobility. We've first carried out an architectural feasibility study, where we have defined methodologies and resources, and then we've performed a case of study with students from Building Engineering of the Barcelona Tech University, where we've tested the academic performance and computer competences improvement in an urban environment. We've used for that virtual modeling, augmented reality and mobile learning technologies. In this second case, we have defined an experimental group of students and the parameters to be evaluated. Questionnaires were used to assess the degree of satisfaction and the ease of use of the technology. Our findings show that these technology, with a high usability rate, increase academic performance, and the speed and agility in the acquisition of knowledge, expanding student's graphical skills.

    El objetivo principal en este artículo es evaluar como las nuevas Tecnologías de la Información y Comunicación se incorporan en los procesos educativos, añadiendo motivación, agilidad y movilidad. Primero en un estudio de viabilidad en una materia de Arquitectura, donde se han definido las metodologías y recursos necesarios, para luego en un estudio de caso con estudiantes de Ingeniería de la Edificación de la Universidad Politécnica de Cataluña, ensayar la mejora del rendimiento académico y las competencias informáticas en un entorno urbano usando el modelado virtual, la realidad aumentada y el mobile learning. En este segundo ensayo se ha definido un grupo experimental de estudiantes y los parámetros a evaluar por medio de cuestionarios, tales como el grado de satisfacción y la facilidad de uso de la tecnología empleada. Las conclusiones demuestran que estas tecnologías, con una tasa de usabilidad muy alta, incrementan el rendimiento académico, la rapidez y agilidad en la adquisición de conocimiento y amplían las competencias gráficas.

    Our primary goal in this paper is to evaluate how the new Information Technology and Communication are incorporated into the educational processes, adding motivation, flexibility and mobility. We've first carried out an architectural feasibility study, where we have defined methodologies and resources, and then we've performed a case of study with students from Building Engineering of the Barcelona Tech University, where we've tested the academic performance and computer competences improvement in an urban environment. We've used for that virtual modeling, augmented reality and mobile learning technologies. In this second case, we have defined an experimental group of students and the parameters to be evaluated. Questionnaires were used to assess the degree of satisfaction and the ease of use of the technology. Our findings show that these technology, with a high usability rate, increase academic performance, and the speed and agility in the acquisition of knowledge, expanding student's graphical skills.

    L’objectiu principal d’aquest article és avaluar com les Tecnologies de la Informació i la Comunicació s’incorporen als processos educatius, afegint motivació, agilitat i mobilitat. Primer en un estudi de viabilitat en una matèria d’Arquitectura, on s’han definit les metodologies i els recursos necessaris per després, en un estudi de cas amb estudiants d’Enginyeria de l’Edificació de la Universitat Politècnica de Catalunya, testejar la millora de rendiment acadèmic i les competències informàtiques en un entorn urbà utilitzant el modelat virtual, la realitat augmentada i el mobile learning. En aquest segon assaig s’ha definit un grup experimental d’estudiants i els paràmetres a avaluar per mitjà de qüestionaris, tals com el grau de satisfacció i la facilitat d’ús de la tecnologia utilitzada. Les conclusions demostren que aquestes tecnologies, amb una tassa d’usabilitat molt alta, incrementen el rendiment acadèmic, la rapidesa i agilitat en l’adquisició de coneixement i amplien les competències gràfiques.

  • Visualization methods in architecture education using 3D virtual models and augmented reality in mobile and social networks

     Fonseca Escudero, David; Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Villagrasa, Sergi; Martí, Nuria
    World Conference on Learning, Teaching and Education Leadership
    p. 22301
    Presentation's date: 2012-10
    Presentation of work at congresses

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    Migration to new visualization techniques is a trend that allows for a better spatial understanding. In order to evaluate the resilience ability of first-year students of Spanish architecture degree, we have compared two learning methodologies: the traditional generation of printed plans, and the generation of interactive 3D models using new systems of publication and interaction. The main objective of the study is to evaluate the new methodology that assumes that the use of friendly technology in the classroom makes it much easier and satisfying for students to follow the subjects, allowing better acquisition of the skills they are learning.

  • Developing an augmented reality application in the framework of architecture degree

     Sanchez Riera, Alberto; Redondo Dominguez, Ernest; Fonseca Escudero, David
    International Workshop on User Experience in e-Learning and Augmented Technologies in Education
    p. 37-42
    DOI: 10.1145/2390895.2390905
    Presentation's date: 2012-11-02
    Presentation of work at congresses

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    Augmented reality in architecture degree: new approaches in scene illumination and user evaluation  Open access

     Redondo Dominguez, Ernest; Fonseca Escudero, David; Sanchez Riera, Alberto; Navarro Delgado, Isidro
    Journal of Information Technology and Application in Education
    Vol. 1, num. 1, p. 19-27
    Date of publication: 2012-03
    Journal article

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    El objetivo de este trabajo es describir una nueva forma de enseñar dibujo a mano alzada con tableta-PC, aplicada al Dibujo Arquitectónico, después de documentar las deficiencias de los estudiantes en esta disciplina y su afinidad por los medios digitales. Para combinar esos conocimientos, mejorar el rendimiento académico en esta asignatura troncal, se ha probado, en un estudio de caso una nueva metodología. Basándose en esta experiencia, se han obtenido resultados con valores por encima de la habitual que demuestran la viabilidad y eficacia de nuestra propuesta. In this paper we report our experience in designing, developing and evaluating new didactic methods, in order to help students to improve their spatial and graphical skills. Specifically, in this educational research investigation, the goal is to evaluate the use of Augmented Reality (AR) in architecture, urbanism, to build construction and interior design of undergraduate, and to master students learning processes. We have used mobile phones, laptops, as well as low cost AR applications.

  • Visualization methods in architecture education using 3D virtual models and augmented reality in mobile and social networks

     Fonseca Escudero, David; Villagrasa, Sergi; Martí Audí, Nuria; Redondo Dominguez, Ernest; Sanchez Riera, Alberto
    World Conference on Learning, Teaching and Education Leadership
    p. 1338-1343
    DOI: 10.1016/j.sbspro.2013.10.040
    Presentation's date: 2012-10
    Presentation of work at congresses

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    Migration to new visualization techniques is a trend that allows for a better spatial understanding. In order to evaluate the resilience ability of first-year students of Spanish architecture degree, we have compared two learning methodologies: the traditional generation of printed plans, and the generation of interactive 3D models using new systems of publication and interaction. The main objective of the study is to evaluate the new methodology that assumes that the use of friendly technology in the classroom makes it much easier and satisfying for students to follow the subjects, allowing better acquisition of the skills they are learning.

  • Access to the full text
    Using augmented reality and education platform in architectural visualization: Evaluation of usability and student's level of sastisfaction  Open access

     Fonseca, David; Martí, Nuria; Navarro Delgado, Isidro; Redondo Dominguez, Ernest; Sanchez Riera, Alberto
    Simposio Internacional de Informática Educativa
    p. 337-342
    Presentation's date: 2012-10-29
    Presentation of work at congresses

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  • Lighting simulation in augmented reality scenes. Teaching experience in interior design

     Sanchez Riera, Alberto; Redondo Dominguez, Ernest; Fonseca Escudero, David
    Conferencia Ibérica de Sistemas y Tecnologías de Información
    p. 465-470
    Presentation's date: 2012-06-22
    Presentation of work at congresses

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    One of the weaknesses in augmented reality (AR) scenes is that, most of the times, the virtual model lacks realism and is not integrated sufficiently into the scene to be credible. The problem lies in lighting conditions differences from real environment and virtual objects superimposed. This problem takes on special significance indoors, to visualize interior design proposals, because a non-integrated scene may seem unlikely and unattractive. In this paper, we describe a teaching experience conducted in the framework of an interior design specialization course. It was carried out by students from the School of Building Construction of Barcelona in November 2011, at the Polytechnic University of Catalonia. Students were required to use AR freeware tools for modeling and visualize their own proposals indoor. The challenging task was to make virtual objects blend harmoniously into the real scene, so they should appear as if they were like real. New modeling techniques have been experienced in order to add lighting conditions maps to virtual objects. We used for that radiance and global illumination simulations from the real environment to get real scene lighting information. Experience was useful to determine the consistency of illumination between the virtual objects and the surrounding real objects in the scene, as well as, to evaluate the importance of the use of this technology in interior design proposals and architectural visualization.

    One of the weaknesses in augmented reality (AR) scenes is that, most of the times, the virtual model lacks realism and is not integrated sufficiently into the scene to be credible. The problem lies in lighting conditions differences from real environment and virtual objects superimposed. This problem takes on special significance indoors, to visualize interior design proposals, because a non-integrated scene may seem unlikely and unattractive. In this paper, we describe a teaching experience conducted in the framework of an interior design specialization course. It was carried out by students from the School of Building Construction of Barcelona in November 2011, at the Polytechnic University of Catalonia. Students were required to use AR freeware tools for modeling and visualize their own proposals indoor. The challenging task was to make virtual objects blend harmoniously into the real scene, so they should appear as if they were like real. New modeling techniques have been experienced in order to add lighting conditions maps to virtual objects. We used for that radiance and global illumination simulations from the real environment to get real scene lighting information. Experience was useful to determine the consistency of illumination between the virtual objects and the surrounding real objects in the scene, as well as, to evaluate the importance of the use of this technology in interior design proposals and architectural visualization.

  • Teaching evaluation using Augmented Reality in Architecture. Methodological proposal

     Navarro Delgado, Isidro; Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Fonseca Escudero, David; Martí, Nuria; Simón, David
    Conferencia Ibérica de Sistemas y Tecnologías de Información
    p. 685-690
    Presentation's date: 2012-06-22
    Presentation of work at congresses

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    Incorporation of new technologies in university studies is a consummate factor. However, it is necessary to evaluate the degree of satisfaction, need and interest that the use of these technologies can provide both in the training of the student and their perception regarding the use of the technology. In this paper, we present a new proposal for evaluating the implementation of Augmented Reality (AR) in the architecture degree based on an accurate review of the state of the art regarding educational evaluations and their statistical analyses. The main objective of this paper was to design a test model that reflects the student profiles and their satisfaction and adaptation degree with the specific technology used in different educational frameworks.

  • Visual interfaces and user experience: Augmented reality for architectural education: One study case and work in progress

     Redondo Dominguez, Ernest; Navarro Delgado, Isidro; Sanchez Riera, Alberto; Fonseca Escudero, David
    Communications in computer and information science
    Vol. 166 CCIS, num. part 1, p. 355-367
    DOI: 10.1007/978-3-642-21984-9_31
    Date of publication: 2011-06
    Journal article

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    In this paper we present the first conclusions of an educational research project which seeks to evaluate, throughout the academic training period, and by the use of Augmented Reality (AR) technology, the graphic and spatial capabilities of undergraduate and master¿s degree in architecture, construction, urbanism and design students. The project consists of twelve case studies to be carried out in several university centers. Currently, after the first case study has been finalised, it has been demonstrated that by combining the use of an attractive technology, to create dynamic photomontage for visual evaluation of virtual models in a real environment, and by the user-machine interaction that involves AR, students feel more motivated and the development and evolution of their graphic competences and space skills increased in shorter learning periods, improving their academic performance. For this experiment we have used mobile phones, laptops, as well as low cost AR applications.

  • La ciudad como aula digital: enseñando urbanismo y arquitectura romana mediante el mobile learning. Un estudio de viabilidad

     Redondo Dominguez, Ernest; Regot Marimon, Joaquin Manuel; Sanchez Riera, Alberto; Moya Sala, Joaquim Narcis
    International Conference on Virtual Cities and Territories
    p. 455-460
    Presentation's date: 2011-10-12
    Presentation of work at congresses

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  • Visual interfaces and user experience: augmented reality for architectural education: one study case and work in progress

     Redondo Dominguez, Ernest; Navarro Delgado, Isidro; Sanchez Riera, Alberto; Fonseca, David
    International Conference on Digital Information and Communication Technology and its Applications
    p. 355-367
    DOI: 10.1007/978-3-642-21984-9_31
    Presentation's date: 2011-06-22
    Presentation of work at congresses

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  • The relationship between art and computer icons

     Puig Costa, Janina; Sanchez Riera, Alberto; Fonseca, David
    International Multi-Conference on Society, Cybernetics and Informatics
    p. 242-246
    Presentation's date: 2011-07-19
    Presentation of work at congresses

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  • Gironella tower in Gerunda, teaching roman architecture, using 3D modeling and augmented reality. A case study

     Redondo Dominguez, Ernest; Sanchez Riera, Alberto; Puig Costa, Janina
    International Forum S.A.V.E. Heritage Safeguard of Architectural, Visual, Environmental Heritage
    p. 102-1-102-9
    Presentation's date: 2011-06-09
    Presentation of work at congresses

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  • Estudi gràfic per a projecte de parcel.lació.

     Sanchez Riera, Alberto
    Date: 2007-10
    Report

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