From Projective Methods To Real-Time Digital Construction Of Architectural Space In First-Year Architectural Education

Abstract

This research delves into an exploration of the boundaries and prospects inherent to traditional orthographic projection as a medium for the representation, comprehension, and exploration of space, particularly in light of approaches like collaborative spatial production within virtual reality environments. The core objective of this study is to foster a deeper understanding of projective techniques among students engaged in the creation and immersion of architectural spaces in virtual reality. Additionally, it endeavors to illuminate the potential benefits of spatial learning through the lens of embodied cognition. To this end, the study embarks on a multifaceted trajectory. It initiates with a historical overview of orthographic drawing methodologies and seeks to unravel the enduring rationale behind the continued application of a method born in the 18th century. Subsequently, the study shifts its focus towards the significance of embodied cognition in the context of spatial comprehension. In light of the observed limitations of projective methods in comprehending, representing, and exploring space within the prevailing educational landscape, there arises an imperative to contemplate the potential enrichment engendered by alternative working environments. This study presumes the utilization of the virtual reality (VR) environment as a viable solution. By immersing students within this digital space, the research endeavors to ascertain whether engaging in design activities grounded in embodied cognition can subsequently enhance students' proficiency in the domain of orthographic drawing. Finally, the research presents and interprets the outcomes derived from a series of experiments conducted among undergraduate and graduate students, anchoring its findings within a robust empirical framework.