Metaverse Exploration in Architectural Education : A Case Study at The University of Sydney
July 31st, 2024

Abstract

In a digital era reshaping the contours of traditional education, this initiative showcases the adoption of Metaverse technology to augment the interactive learning experience in Architectural Education at The University of Sydney (BDES1012 class). Amidst the blended learning modalities catalyzed by the COVID-19 pandemic, transitioning to a Metaverse platform offered a glimpse into an immersive, interactive learning milieu. This narrative encapsulates the rationale behind venturing into the Metaverse, the implementation pipeline, and the creation of a virtual gallery to exhibit student work. It delves into the transition from traditional online classes to a more engaging Metaverse environment, reflecting on the challenges encountered and the solutions devised. The narrative unfolds with a session conducted within the Metaverse, observing the qualitative aspects of student interactions, engagement, and feedback. The discourse aims to shed light on the potential benefits and limitations of employing Metaverse technology in architectural education, offering a glimpse into the future of blended learning and digital interaction in academia.

Introduction

The digital epoch has engendered transformative paradigms across various sectors, with education standing as a prominent sphere of impact. The exigencies of the COVID-19 pandemic further accelerated the integration of digital tools in education, propelling institutions towards blended learning modalities.

In this context, I sought to enhance the learning experience in my Architectural Education course at The University of Sydney. The traditional online platforms, particularly Zoom, began to feel outdated and limiting, prompting a search for innovative solutions to enrich student engagement and interaction.

The advent of Metaverse technology presented a promising avenue to transcend traditional online learning boundaries. Unlike conventional 2D online platforms, the Metaverse offered a 3D immersive environment, promising a more engaging and interactive learning experience (Chen & Lee, 2023, https://ieeexplore.ieee.org/abstract/document/10021004). This initiative aimed to transition a part of the architectural education curriculum into a Metaverse platform, envisioning a novel way of exhibiting and interacting with student work, fostering social interaction and digital literacy among students.

The rationale for this initiative stemmed from a genuine aspiration to enhance the educational experience by melding the physical and digital realms. It aimed to provide a platform where students could not only exhibit their architectural projects but also engage in enriching discussions, critique, and collaborative learning in a digital yet interactive setting. Previous studies have shown that such immersive environments can significantly enhance student engagement and learning outcomes ( Stanoevska-Slabeva & Wozniak, 2022,, https://link.springer.com/chapter/10.1007/978-3-031-10536-4_12).

The narrative that follows delves into the detailed implementation pipeline of this innovative teaching initiative, shedding light on the setup of the virtual gallery, the transition from traditional online platforms to the Metaverse, and the qualitative observations gleaned from the session conducted within this immersive digital realm. This initiative, conducted on 19th May 2022, represents a step towards reimagining interactive learning in architectural education, hinting at the boundless possibilities that lie at the intersection of education and digital innovation.

Implementation Pipeline

The pathway to actualizing this innovative teaching initiative began with the selection of a suitable Metaverse platform that could cater to the envisaged interactive learning experience. After meticulous consideration, Arium.xyz was chosen due to its user-friendly interface, easy accessibility, and no requirement for a rigorous sign-up process which could potentially deter engagement. Its mobile and desktop readiness, coupled with no necessity for special equipment or subscriptions, made it a viable choice for a seamless transition into the digital realm.

Virtual Gallery Creation: The heart of this initiative was to create a virtual gallery within the Metaverse where students could exhibit their architectural projects. Utilizing Blender 3D, an open-source software for 3D modeling and animation, a virtual environment was crafted. The design entailed a circular layout where the works of students were displayed on floating panels, creating an inviting space for exploration and interaction. A semi-transparent canopy was also designed to act as a recognizable landmark for students navigating through the space.

Transition to the Metaverse: The transition from traditional online classes to the Metaverse was orchestrated meticulously to ensure a smooth experience for both instructors and students. A unique link, protected by a password, was shared with the students during a Zoom class, which then allowed them entry into the Metaverse environment. The simplicity of this process encouraged a smooth transition and prompted spontaneous engagement.

Accessibility and Interaction: Upon entry, students were introduced to the Metaverse environment's basic navigation and interaction features. The platform provided a shared online chat functionality, with an option for students to display their faces on their avatars for a more personalized interaction. The ease of movement within the 3D environment and the intuitive communication tools fostered a conducive atmosphere for active participation and engagement.

Fig.1 Floor plan of the space
Fig.1 Floor plan of the space

Execution

The core of this initiative was the session conducted within the Metaverse, marking a notable departure from the conventional online learning platforms to a more interactive, 3D virtual environment. The execution phase encapsulated the actualization of the preparatory steps undertaken in the implementation pipeline.

Session Conduct: The session commenced with a brief orientation to acquaint students with the Metaverse environment, focusing on navigation, interaction tools, and the exploration of the virtual gallery. The ease of transition facilitated by Arium.xyz enabled the students to swiftly adapt to this new learning milieu.

Navigating the 3D Environment: Once inside the Metaverse, students found themselves within a meticulously designed virtual gallery structured to facilitate easy navigation and interaction. They were able to move around freely, exploring the displayed architectural projects of their peers. The circular layout of the gallery, marked by a semi-transparent canopy, aided in keeping the orientation straightforward and recognizable.

Interaction and Engagement: The Metaverse environment fostered a new dimension of interaction. Students could communicate through the platform’s chat function or opt to have their faces displayed on their avatars, enhancing personal connection despite being in a digital realm. The real-time discussions, critiques, and interactions around the architectural projects mirrored a physical classroom experience, albeit in a novel, digital form.

The ease with which students adapted to and engaged within this environment was noteworthy. The initial familiarity phase was brief, after which students actively participated in discussions, navigated the virtual space, and interacted with the showcased projects.

Feedback Collection: Post-session, general feedback was collected to understand the students’ perception of this innovative teaching initiative. While specific data wasn’t collected in adherence to ethical guidelines, the anecdotal feedback provided a glimpse into the students’ appreciation for the interactive and immersive learning experience, and their intrigue toward the potential of Metaverse technology in education.

Observations: Qualitative observations during the session provided insights into the level of engagement, interaction, and the overall reception of this new learning environment. The seamless transition, the intuitive interaction tools, and the visually engaging virtual gallery contributed to an enriching learning experience.

Fig.2 3D View of the space
Fig.2 3D View of the space

Conclusion

The initiative to integrate Metaverse technology into architectural education at The University of Sydney has illuminated a new pathway for enhancing student engagement and interaction. By transitioning from traditional online platforms to an immersive 3D environment, this initiative demonstrated the potential of digital innovation in transforming educational experiences.

The virtual gallery, designed using Blender 3D and hosted on Arium.xyz, provided an interactive space where students could explore and discuss architectural projects in a novel, engaging manner. The positive reception and active participation observed during the session underscored the effectiveness of this innovative approach in fostering a more connected and dynamic learning environment.

Research suggests that virtual and augmented reality technologies, including the Metaverse, can significantly enhance educational experiences by providing immersive and interactive learning environments (Chen & Lee, 2023; Stanoevska-Slabeva & Wozniak, 2022). The use of these technologies in education can lead to improved engagement, better retention of information, and a more personalized learning experience (Disney et al., 2023, https://www.taylorfrancis.com/chapters/edit/10.4324/9781003435396-2/augmented-studio-rebecca-disney-naomi-house-francesca-murialdo).

This initiative highlighted several key benefits of using Metaverse technology in education, including enhanced engagement, improved interaction, and a more personalized learning experience. However, it also revealed some challenges, such as the need for adequate orientation and support to help students acclimate to the new platform. Similar findings were observed in studies exploring the integration of virtual reality in educational settings, where initial resistance and technical challenges were common, but overall student engagement and satisfaction increased (Disney et al., 2023) .

Overall, this initiative signifies a promising step towards the future of blended learning, where physical and digital realms converge to create enriched educational experiences. The insights gained from this initiative provide a foundation for further exploration and refinement of Metaverse-based learning in architectural education and beyond.

The successful implementation and positive feedback encourage continued exploration of innovative teaching methodologies that leverage the potential of emerging technologies. This initiative serves as a testament to the transformative power of digital innovation in education, setting the stage for future advancements in interactive and immersive learning environments

Acknowledgments

I would like to express my gratitude to Dr.Anastasia Globa, whose invaluable assistance in writing and adhering to academic standards greatly contributed to the development of this article and project.

References

Author: Simone Leonelli, 2024, Title of the work: Metaverse Exploration in Architectural Education.

Publisher mirror.xyz

  1. Platform Documentation or User Manuals:

    Academic References:

Appendices

Appendix A: Virtual Environment Illustrations

Floor plan of the space
Floor plan of the space
3D View of the space
3D View of the space
Inside view of the space with students' works
Inside view of the space with students' works
Inside view of the space with students
Inside view of the space with students

Thank you for reading!

Simone Leonelli

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