EMBEDDING VIRTUAL REALITY IN ARCHITECTURAL PEDAGOGY: INSTRUCTIONISM VERSUS CONSTRUCTIONISM APPROACH
Author ORCID Identifier
Marwa Charkas - https://orcid.org/0000-0001-8502-0833
Kareem S. Galal - https://orcid.org/0000-0001-6311-0352
As more related to the typology of architectural pedagogy, Instructionism and Constructionism theories are used to make more advancement in this domain. They are concerned with the role of both instructor and learner within the outline of a well structured pedagogical framework (education system). However, the developments in information technology and its imprints on all life aspects have profoundly influenced this system. Architecture pedagogy -as in many other domains- is now radically affected by information technology (IT) developments. Virtual reality is one of the leading applications of IT in architecture.
This paper is concerned with embedding virtual reality in architectural pedagogy. It investigates the approach to use this technology best within an understanding of Instructionism and Constructionism theories. It proposes a framework to highlight the role of virtual reality technology in these regards. In its last part, this paper interprets the findings of questionnaire results from students of the Faculty of Architecture, Design, and Built Environment at Beirut Arab University (BAU) to validate its proposed framework. The application shows the positive impacts of using virtual reality as a compulsive force to keep ‘Instructionism’/ ‘Constructivism’ vicious circle. This would be of great potential for architecture students to get more in-depth experiences.
Architecture Pedagogy, Virtual Realty, Instructionism, Constructionsm, Beirut Arab University (BAU)
Architectural Technology | Architecture | Arts and Humanities | Education | Engineering
Charkas, Marwa and Galal, Kareem S.
"EMBEDDING VIRTUAL REALITY IN ARCHITECTURAL PEDAGOGY: INSTRUCTIONISM VERSUS CONSTRUCTIONISM APPROACH,"
Architecture and Planning Journal (APJ): Vol. 29:
1, Article 6.
Architectural Technology Commons, Arts and Humanities Commons, Education Commons, Engineering Commons