1. Immersive VR in Learning
Design of a tool to aid in
learning and understanding of
Projection of Solids
Guide: Prof. Pradeep Yammiyawar
Vikas Luthra(10020544)
Maulishree Pandey(10020524)

2. Initial Design Brief
• Study the courses in Architectural and allied fields.
• Identify the concepts which requires student to visualize in 3D
• Determine which concepts student find difficult to understand due
to rigorous 3D visualization.
• Design a learning tool in immersive virtual reality to aid them in
understanding and measure it..
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3. Literature Study( quick overview)
Architecture
-Architecture necessitates
thinking & manipulation of
mental images of 3D objects, &
representing those images on
paper
-Main disadvantage of the
representation systems is that
it is not based on 3D objects
directly.
-Students have to operate in
the plane of pencil and paper
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4. Literature Study( quick overview)
3D visualization
Architecture
-To develop spatial
skills, visualization is very
important
- According to McKim‟s model
of visual thinking, seeing,
imagining and drawing are
three important components
making spatial skills.
When architects can „see‟ and „
imagine
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5. Literature Study( quick overview)
Constructivist Learning
Architecture
3D visualization
Knowledge is constructed by the
student according to his/her
experiences.
- For developing their spatial
skills, students need to work
with 3D shapes, and gradually
move to solving real world
architecture problems.
- This is also in agreement with
McKim’s model
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6. Literature Study(Affinity Grouping)
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7. User Study-Architecture Students
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8. Goals of User Study
Goals of the two field visits was to
•Observe and discuss the manner of instruction of the above identified courses
with professors and students..
•Identify concepts in these courses, which either instructors find difficult to
explain, or are difficult for students to grasp.
•Understand the manner in which these concepts are applied by students in their
projects, and how these affect solution development.
•Seek out methods (peer based learning, online resources, etc) employed by
students at personal level to gain an understanding of difficult topics.
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9. Insights
•
Students discuss their designs and drawings with instructors, where by
they are given feedback about changes to be made. Instructors are, in a
way, pre-jury for students.
• Changes were suggested to paper drawings, regardless of whether student
preferred sketches or 3D software.
•
Classes were informal in nature, with one-to-many and many-to-many
interactions taking place
• Projects roughly involve the process of literature study - site analysis –
zoning – drafting – orientation and space division as per climatic factors –
final solution
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10. Architectural Graphics
According to the instructors, “ most important courses were
architectural graphics, which advanced over
semesters, design and climatology. These were also the
courses which required students to think in 3D ”.
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11. Taking Insights Forward
Having interviewed third and fifth
semester students, we decided to
speak with students who are
introduced to the subject for the very
first time. As an introductory course,
this formally gets students to start
visualizing in 3D, and is a compulsory
course in first year of engineering and
design apart from architecture
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12. Engineering Drawing students and Interview
Goals of our visit
• Observe the classroom teaching
instruction.
• Investigate about the topics which the
instructor find difficult to teach
• Observe and Identify the topics which
requires rigorous 3D visualization and
which students struggle to visualize in
3D
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13. Observations
• Students could visualize simple solids like cube, sphere, but with complex
ones, they had problems.
• Students had trouble understanding the topics of solid sections, surface
intersections, change in projection when object is manipulated.
• For certain questions, students could arrive at the solution by following
the prescribed methods but could not visualize.
• This being the first course where in students were working on questions
requiring 3D visualization, they faced some difficulty in the initial few
weeks. They had gotten comfortable with 3D thinking over 3 months of
lectures and tutorials
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14. Inferences
• Architecture and design students are suddenly required to think in 3D, and
though this skill picks up over time, the learning curve can be much
improved.
•One question which was posed frequently in all our user interviews was
how would students like to be taught the topic they find difficult. Many of
them answered „clay models‟ or „tangible 3D representations‟.
•Of course, it is not possible to build physical representations of a lot of
solids that students come across in their books of architectural graphics, or
even accurately represent the sun-path diagram using scaled down models
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15. Problem, summing it up
The problem is thus, absence of an alternative to current
representations/content which resemble tangible/physical forms.
This also necessitates building a manner of instruction that engages
students, specially first year students.
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16. Objective
To design a learning tool that aids in teaching complex engineering
drawing topics like projection of solids, sections of
solids, intersection of solids, in immersive VR for first semester
architecture, engineering and design students.
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17. Problem?
Solution

18. Solution
PROBLEMS & NEEDS
SOLUTION TO HAVE...
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19. Solution
PROBLEMS & NEEDS
Lack of 3D perception
SOLUTION TO HAVE...
Student should be
made an observer
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20. Solution
PROBLEMS & NEEDS
Lack of 3D perception
Teaching course
conventions
SOLUTION TO HAVE...
Student should be
made an observer
Engaging students
through gamification
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21. Solution
PROBLEMS & NEEDS
Lack of 3D perception
SOLUTION TO HAVE...
Student should be
made an observer
Teaching content
Engaging students
through gamification
Constructivist
Learning to be a part
Give the freedom of
manipulation
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22. Intial Sketch
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23. First Phase Prototyping
Projection of Solids
We made the start of prototyping
phase with projection of solids.
After completion of this phase we
would go for Section of solids
and intersection of solids.
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24. Vizard 4.0
Vizard is a virtual reality toolkit that
allows virtual reality simulation of
geometric objects, real-life objects,
avatars, etc, by means of Python
scripting. The simulations can be viewed
on the computer screens or one could
use the head-mounted displays to make
the experience more immersive. The
toolkit includes a full body motionsensor device that makes interactions
possible with the 3D simulations
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25. Prototyping in Vizard 4.0
For our prototype, we simulated a hexagonal pyramid and square pyramid which
can be rotated along the different axes of rotations - X,Y and Z.
The change in orientation brought about due to rotation changes the projections
of the pyramid on the planes. These changes are updated accordingly.
Thus, a student gets to make and see the manipulations in 3D and subsequent
changes in projections that happen.
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26. Prototype Video
Link:
http://www.youtube.com/watch?v=xVvFYJj7d_o&feature=youtu.be::
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27. Conclusion and Future work
• Having developed the
prototype for simple geometric
solids which shows the
projections dynamically, we
would be working on extending
this to include complicated
solids.
.
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28. Future work
Second Phase PrototypingIn next semester we would developing the prototype for section of solids and
intersection of solids.
Testing and Experiment
• Current system would be pilot-tested to check for any major errors; this would be done
with random users.
• Next, we would be conducting tests with first year engineering drawing students to test
the feasibility of the prototype.
• The test would also be done to see how this prototype affects their learning on the
topic of projection of solids.
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29. Next Semester
August
September
September
October (mid)
October (end)
November
Literature study
User study
January
Prototype Development
Concept Video
January
Pilot Testing
Feb
User study analysis
March(mid)
User Testing and Learning
Experiment
Brainstorming
Reiteration
Design Brief
Final Application
and Protoype
April
Prototype Development
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30. Thank you
Guide: Prof. Pradeep Yammiyawar
Vikas Luthra(10020544)
Maulishree Pandey(10020524)