Applications of Extended Reality Technologies within Design Pedagogy: A Case Study in Architectural Science
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The concept of virtualizing and augmenting realities through technology has evolved from fantasy to feasibility and has advanced how humans are able to visualize and interact with the digital world. Extended realities (XR) often interpret threedimensional space in both realistic and conceptual forms, leveraging the ability of macro and micro scaling of computerized images. The versatility of VR is used in a wide range of disciplines from creative industries to professional practices and as an interactive multi-sensory visualization medium, it can be effectively adopted as a learning tool, used to elevate the experience in the classroom. This paper examines the possibilities of the incorporation of virtual reality, augmented reality, and mixed reality into the post-secondary architectural academic setting through lecture-based education, design pedagogy, project feedback delivery, and enhancement of experiential learning. The paper provides a case study of implementation into models of pedagogy at Canada's largest architecture program, in order to enhance the learning experience both within in-person and online learning contexts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it