Media Architecture in Architecture Studio Education capturing dynamics in the process : Exploring how architecture students design with virtual design environments tools

Virtual design environment tools such as virtual reality can refine the methods of existing Media Architecture design processes. Architecture has the potential to become dynamic and adapt rather than providing static characteristics. Media Architecture can be understood as materials or objects with dynamic properties, such as interactive sources of light or moving elements, which embody the physical space on an architectonic scale. In the higher education context virtual design environment tools are able to refine traditional teaching approaches while discovering new ways of design thinking and creating design solutions in architecture schools. These visual communication technology tools allow architects to engage more effectively with stakeholders to create a connection that goes beyond the planning process. This research focuses on the use of immersive technologies in the design of Media Architecture in architecture schools in Australia and Germany. Based on a literature review of architectural education, Media Architecture, and virtual design environment tools a recommendation for a design unit was proposed, implemented and evaluated in an architectural design studio setting. The most common approach in architectural education, how to learn to design, is a project-based approach called "design studio". In a "design studio", future architects explore ideas and concepts, create and evaluate alternatives, and decide and act. This research emphases on architecture students’ learning experience, who have been exposed to the emerging discipline of Media Architecture and the state-of-the-art technology approach to design Media Architecture with virtual reality. We conducted three case studies with advanced undergraduate architecture students in their third year and masters in Australia and Germany. Within these case studies, we developed educational content for designing Media Architecture while using virtual design environment tools in a higher education context. In order to motivate and evaluate students experiences in these scenarios Keller’s motivation design model ARCS (Attention, Relevance, Confidence, Satisfaction) was utilized in the design studio context to design Media Architecture with virtual design environment tools. A response of the students to the new studio content and approaches in the educational environment was evaluated through surveys, interviews, and observations. We are in progress of reviewing the collected data at this stage. The results of the case studies will allow us to explore educational Media Architecture approaches further, such as simplifying content delivery and eliminating issues. The outcome of this study are preliminary recommendations for teaching architecture students the use of virtual design environment tools in the design process of Media Architecture