Spatial Mental Imagery Gap of Student-Studio Lecturer and Client-Designer/Architect by Virtual Reality and Non-Virtual Reality

Autor/inn/en	Adharamadinka, Muhammad; Junaidy, Deny Willy
Titel	Spatial Mental Imagery Gap of Student-Studio Lecturer and Client-Designer/Architect by Virtual Reality and Non-Virtual Reality
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.8607-8643 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adharamadinka, Muhammad) ORCID (Junaidy, Deny Willy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11534-2
Schlagwörter	Spatial Ability; Schemata (Cognition); Imagery; Computer Simulation; Protocol Analysis; Visualization; Interior Design; Architecture; Network Analysis; Associative Learning + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Cognition; Schema; Kognition; Metaphorik; Computergrafik; Computersimulation; Visualisation; Visualisierung; Raumgestaltung; Architektur; Netzplantechnik
Abstract	This study used the verbal protocol method to examine differences in perceptions of spatial mental imagery between students and studio lecturers and between clients and designers/architects, which lead to interpretational bias between groups of respondents regarding interior spaces. Individual perceptions of virtual space dimensions were captured by the 3D application, Associative Words Generator© (AWG©), which revealed impressions of the four respondent groups, using associative concept networks analysis on the visualization of virtual space with a database of 16,200 associative words. This study determined AWG© reduced the visual discrepancy gap during design critic and design consultation. Comparison of the results of the associative words generated during non-VR mental imagery and the VR session (AWG©) indicated that the student group most effectively used the VR. The lecturer group exhibited a thorough understanding of interior design and space architecture in their response in non-VR and VR sessions, which created a mental spatial imagery gap between the students and lecturers. The client group was inexperienced in interior design and architecture, resulting in different outcomes than the designer/architect group. In the VR session, the student and client groups more easily accepted visualizations generated by AWG, because they had fewer experiences and references than the lecturers and designers/architects, and thus, accepted the AWG virtual space visualization stimuli. The lecturer and designer/architect groups shared experiences that affected their expectations in responding to the generated visualizations, resulting in difficulty to accept the AWG virtual space visualization stimuli. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01