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ORCID
https://orcid.org/0000-0003-0249-8458
Access Type
Open Access Thesis
Document Type
thesis
Degree Program
Architecture
Degree Type
Master of Architecture (M.Arch.)
Year Degree Awarded
2021
Month Degree Awarded
May
Abstract
Virtual reality is a technology that has seen unprecedented growth since the turn of the century with increasing applications within business, entertainment, and educational applications. As virtual reality technologies continue to develops and markets expand, the world may see an increased demand for virtual classrooms: virtual environments (VEs) that students may access through immersive virtual reality technologies to receive guided instruction, conduct simulations, or perform tasks typical in a classroom setting. While many studies document how virtual reality is beneficial to educational processes, there is little discussion on how virtual environments should be architecturally designed. Thus one may hypothesize that physical design strategies translated to virtual environments may have similar results. This thesis investigates virtual environments for education by creating several virtual classrooms embedded within a selective digital twin of the University of Massachusetts Amherst campus. The design of the virtual classrooms was influenced by current architectural trends in classroom design while capturing unique abilities present within a virtual context. A physical teaching module was also designed to create a platform for educators within the university to deliver instruction within the virtual campus.
DOI
https://doi.org/10.7275/22721891.0
First Advisor
Ajla Akšamija
Recommended Citation
Fink, Stephen J., "Physical to Virtual: A Model for Future Virtual Classroom Environments" (2021). Masters Theses. 1045.
https://doi.org/10.7275/22721891.0
https://scholarworks.umass.edu/masters_theses_2/1045
Included in
Architectural Technology Commons, Educational Technology Commons, Environmental Design Commons, Game Design Commons, Interactive Arts Commons