Teaching Case: Applying Gamification Techniques and Virtual Reality for Learning Building Engineering

3D Arts

Sergi VillagrasaLa Salle - Universitat Ramon Llullsergiv@salle.url.edu

David FonsecaLa Salle - Universitat Ramon Llullfonsi@salle.url.edu

Jaume DuranUniversitat de Barcelonajaumeduran@ub.edu

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

• Apply gamification techniques in 3D arts

Engage students---------->Improve learning

• Plus technology: Explore Virtual Reality for education

1. Objectives

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

• Gamification is about applying game mechanics to any project, idea or situation. Is not a GAME!

• Engagement is the main objective in applying gamification.

• Promote longer student retention of the learned material

• The use of gamification and new technologies for enhancing the learning process will boost achievement in 3D architectural subjects

2. Definition of Gamification

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

Technology

3. Tools and technology

3D on the web

3D engine

Virtual Reality

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

• The study will be performed during the 2013–2014 academic year, in a Building Engineer and Architectural degree on the subject of “Drawing Techniques 2” at La Salle, Ramon Llull University, a six-ECTS-credit course that is taught annually with 65 students enrolled.

4. Practical Cases

1. Context of the subject “Drawing Techniques 2”

Beginning with the first month of the course, students participate in an exercise in which they elaborate on the House Das Canoas (1951) of Oscar Niemeyer in Rio de Janeiro (Brazil) using Revit Architecture architectural creation software and Adobe Photoshop imaging software. Thus, students searched information, practiced, and presented their project in a digital architectural panel.

4. Practical Cases

2. Gamifying the subject

THE VIRTUAL ISLAND

4. Practical Cases

• The storyline of the game that the students play consists of all the class work for a global project involving building an exposition like a universal expo and designing the pavilion with some rules.

• This island will center on the gamification techniques and the use of 3D tools.

• For the creation of the island, the researchers designed a masterplan with the parcels being numbered, marked, and assigned for each student.

4. Practical Cases

• Once the job is designed and created in 3D, students will upload the design to Sketchfab, visualizing it in a web browser in 3D, to ensure that the model meets the prerequisites and, thus, show and share the model for further development.

2. Gamifying the subject

THE VIRTUAL ISLAND: Boost the creativity and design

Sketch 3D Sketchfab

2. Gamifying the subject

THE VIRTUAL ISLAND: Convey and validate

4. Practical Cases

• Each design must be created with a combination of Revit and 3dsmax, although the final model should be assembled as Max for the geometry optimization and application of textures, so that it will be compatible with Sketchfab and Unity.

render

2. Gamifying the subject

THE VIRTUAL ISLAND: Virtual reality with UNITY & Oculus

4. Practical Cases

• When the integration of each pavilion on the island is complete, the teachers will export with UNITY to multiple outputs, such as a web browser, executable PC or MAC (necessary for the Oculus version), and mobile iOS or android.

Virtual Reality (Unity) version

1. Objectives

2. Definition of Gamification

3. Tools and technology

4. Practical Cases

5. Evaluation and Conclusions

6. Appendix

5. Evaluation and Conclusions

• The methodology to evaluate both quantitative (through a structured test), and qualitative (using the Bipolar Laddering) using gamification and virtual reality.

Highlight of the Qualitative results:

Positive Common (PC)Av Score

(Av)

MentionIndex(MI)

1PC Use of multiple edge technology 8,2 902PC Learning by doing methodology 8,5 403PC Gamification techniques and awards 7 404PC Creativity modeling 9,3 705PC Collaborative works 8,3 306PC Professional portfolio 8 307PC Use of virtual reality 9,00 90

Table 1. Positive Common (PC) elements.

Negative Common (PC)Av Score

(Av)

MentionIndex(MI)

1NC Little time for learning 3D 5 902NC Use of Schoology points LMS 4 303NC Lose track of contents 2 604NC Group grades versus individual 5 405NC Gamification: points & badges 6 306NC A lot of retouching image tools 5 507NC Use of vectoral software 5 10

Table 2. Negative Common (NC) elements.

• When a teacher meshes gamification with other teaching methodologies, and with technologies like virtual environments, they are creating the perfect environment for students to engage in a lesson. Not only does it increase their performance on exams, but it also encourages them to perform better if they are behind. Overall, it increases the effectiveness of the learning process for all students.

• The results show growing use of technology such Unity or Sketchfab and devices such as Oculus Rift as well. This engaging for using high technology positively predisposes students to using these devices in an educational way, increasing their motivation to understand course content, thereby improving their academic performance.

5. Evaluation and Conclusions

• Students develop and urbanize an island as they wish, but also compete against each other to achieve the best-looking design of the island because their designs would be displayed such that the students and university faculty could walk virtually into their pavilion. The technology used expands the communication of students’ designs in a manner never before achieved.

Teaching Case: Applying Gamification Techniques and Virtual Reality for Learning Building Engineering

3D Arts

Sergi VillagrasaLa Salle - Universitat Ramon Llullsergiv@salle.url.edu

David FonsecaLa Salle - Universitat Ramon Llullfonsi@salle.url.edu

Jaume DuranUniversitat de Barcelonajaumeduran@ub.edu