Search Results (17)

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. Full article

In the context of sustainable architecture, buildings are no longer isolated entities but are integral components of a broader built environment that shapes and responds to human life. As part of this evolving architectural landscape, immersive digital cultural heritage spaces—such as virtual museums—are emerging as dynamic environments that contribute not only to cultural preservation but also to human well-being. This study examines how multisensory spatial design in virtual heritage environments can meet the physical, psychological, and emotional needs of users, aligning with the principles of smart, responsive architecture. A total of 325 participants experienced three immersive VR scenarios integrating different sensory inputs: visual–auditory, visual–auditory–tactile, and visual–auditory–olfactory. Through factor analyses, a three-dimensional model of user experience was identified, encompassing immersion, cultural engagement, and personalization. Structural equation modeling revealed that informational clarity significantly enhanced immersion (β = 0.617, p < 0.001), while emotional resonance was central to personalization (β = 0.571, p < 0.001). Moreover, ANOVA results indicated significant experiential differences among sensory conditions (F = 4.324, p = 0.014), with the visual–auditory modality receiving the highest user ratings. These findings demonstrate how digital cultural spaces—when designed with human sensory systems in mind—can foster emotionally rich, informative, and sustainable environments. By extending the role of architecture into the digital domain, this study offers insight into how technology, when guided by human-centered design, can create smart environments that support both ecological responsibility and enhanced human experience. Full article

Urban historic parks face the dual challenge of achieving the living preservation of historic buildings while enhancing contemporary visitor satisfaction. In the context of accelerating urbanization and growing demand for immersive cultural experiences, it is increasingly important to conserve historical and cultural values while maintaining relevance and emotional engagement. This study adopts a mixed-methods approach to develop a predictive model for visitor satisfaction within the framework of living preservation, using Yingzhou West Lake in Fuyang City, Anhui Province, as a representative case. Qualitative methods were employed to identify key landscape narrative dimensions, while quantitative data from structured questionnaires highlighted critical experiential elements such as environmental restoration perception, flow experience, and cultural identity. Three machine-learning algorithms—random forest, Support Vector Machine (SVM), and XGBoost—were applied, with the most accurate model used to analyze the relative contribution of each component to visitor satisfaction. The findings revealed that immersive experiential elements play a central role in shaping satisfaction, while physical and cultural elements, particularly historic buildings and their contextual integration, provide essential structural and emotional support. This study offers data-driven insights for the adaptive reuse and interpretive activation of historic architecture, proposing practical strategies to harmonize cultural continuity with visitor engagement in the sustainable management of urban historic parks. Full article

Over the past two decades, transitional justice has become a central concern in Taiwan’s cultural and political landscape. This study investigates how 1029 visitors from Taiwan, Sinophone regions (China, Hong Kong, Macau, Malaysia), and international backgrounds engage with digital interpretation systems at the Chiang Kai-shek Memorial Hall (CKSMH)—a politically sensitive site associated with Taiwan’s authoritarian past. Using a mixed-methods approach combining surveys and qualitative responses, the study analyzes cross-cultural differences in visitor motivation, use of digital tools, perceived experiential value, satisfaction, and behavioral intention. Results show that international visitors reported higher levels of engagement and satisfaction, particularly in educational, esthetic, entertainment, and escapist dimensions. In contrast, Sinophone visitors expressed lower satisfaction and more frequent discomfort with the site’s historical narrative. Key factors such as language accessibility, cultural proximity, and usability influenced how visitors perceived the digital content. The findings suggest that interactive digital tools can support both cultural engagement and critical reflection while also revealing tensions in memory politics at sites of transitional justice. Full article

The numbness to human loss becomes ordinary. Indifference to human affairs seems normal after experiencing the global lockdown. Bringing up empathy becomes the most challenging task in architectural design studios after the COVID-19 pandemic. Examining otherness solidified after a global pandemic would be a way to revive empathy and to engage more in architectural design studios. The physiological disparity between the modern and the vernacular environments narrows down with the revival of Najdi architecture, the Salmani architecture style, and the Diriyah Gate Project in Riyadh, KSA. The disparity is caused by intangible factors such as speed, density, and tension but the revival focuses heavily on the tangible, formal expression. The architectural elements in the vernacular Najdi architecture have different meanings and roles beyond being a decorative motif. The feeble values of the vernacular undermined by touristic images are challenged by a series of radical design projects not to be generalized again by picturesque replicas of the past. Seeing the lost, the ecological sensibility of a community or collective that embraced the harshest land with full respect, might not be visual but is instead radically experiential, like a serendipitous breeze in Riyadh. This paper introduces a series of studio works that challenge how to bring back the living structure, in the harshest environment, to daily life through experimental and speculative design processes. It proposes how a community is called on to guard the environmental landscape, again defying the visual interpretation of Najdi architecture in a political landscape dominated by high fence walls. Full article

The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today’s educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb’s experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students’ engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines. Full article

Geotourism focuses on an areas’ geodiversity and cultural landscape to provide visitor engagement, learning, and enjoyment. Geotourism is pivotal in achieving the Sustainable Development Goals (SDGs), as recognised by the United Nations. This study examines the development of the Australian Geotourism Discovery Portal (AGDP) and its role in promoting sustainable geotourism, aligned with Australia’s National Geotourism Strategy strategic goals, and in providing a framework for the development of digital platforms for geotourism. The AGDP’s development was guided by a deductive development approach to examine the link between Geographical Information Technologies (GITs) and SDGs and subsequently applying findings to a stakeholder-led design process aligned with the needs of identified putative user groups. With a focus on two key user groups, the ‘Grey Nomads’ and ‘Students & Educators’, we used our deductive approach to iteratively test and refine the platform’s development based on the key attributes and preferences of these user groups for different accessibility, educational, and experiential needs. The AGDP employed ESRI ArcGIS Hub Web-GIS technology to promote geosites, geotrails, mining sites, indigenous cultural heritage sites, and GeoRegions in Australia. The implementation of the AGDP highlighted the potential to enhance public understanding of Australia’s natural and cultural heritage and the significant opportunity to leverage emerging GITs in maintaining the sustainable development initiatives of the geotourism sector. The framework established provides a replicable model that can be adapted and applied to other regions around the world, offering a tool and process development that can be used in a range of stakeholder- and community-led sustainable development initiatives. Full article

Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department’s teaching culture on the pedagogical approaches of new teachers, forming their teaching style, concentrating on insights gathered from interviews with experienced colleagues in a Swedish university department with a focus on engineering education. By exploring the department’s teaching traditions and identifying potential challenges faced by new teachers, this study offers valuable insights into enhancing teaching styles and fostering student engagement. Drawing upon both experiential knowledge and insights from pedagogic literature and courses, the authors provide practical strategies to overcome obstacles and promote operative teaching practices. Ultimately, the outcomes of this study aim to empower new teachers to create enriching learning environments that promote student motivation, engagement, and overall academic success, aligning with the findings of existing literature on pedagogy and student learning outcomes. Full article

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research. Full article

Access to transport is key to people’s movement in cities, their social participation, and personal development. People with mobility disabilities (PMDs) face additional barriers when using public transport. The objective of this study is to identify the dilemmas that PMDs face in their daily mobility practices and their coping strategies, in particular the ways in which these dilemmas and strategies are influenced by both personal and environmental characteristics. We conducted ethnographic research, utilizing narrative interviews, life stories, focus groups, and participant observations. Our aim was to analyse multiple experiences of mobility in situations of disability in Quebec City, Canada. This study engages the following research question: how do PMDs navigate their social environment, considering the impact of personal, social, and physical landscape factors on their mobility strategies? Depending on the accessibility of fixed-route public buses and the availability of public paratransit services, what are the dilemmas that PMDs face and how do they shape their mobility strategies? Using the three-dimensional model of narrative analysis, we present a narrative ethnography of participants’ dilemmas and strategies about their experiences on public transport. Five dilemmas are examined. Through this methodology, we propose to extend the study of “constellations of mobility” by including the notion of strategies as an experiential outcome between personal and physical landscape factors, practices, and meanings of mobility. This offers new research perspectives both in disability and mobility studies and in the understanding of urban accessibility experiences in situations of disability. Full article

Religious tourism is a significant and growing field of tourism that overlaps with cultural tourism. It has the potential to improve the quality of life of those who live in places of faith or along routes of spiritual interest. Religious tourism involves a complex interplay of spiritual and economic motivations. Effective religious tourism management requires respect for spiritual values, partnerships, local engagement, and quality assessment. Devotional practices have evolved from medieval spiritual care to communal expressions and periodic rituals. This paper specifically analysed the characteristics of the Marian cult and pilgrimage flows to places of Marian faith. It examined their value potential from a religious and cultural perspective and their role as a particular attractor of experiential and quality tourism generated by the territorial context. The area of reference is the region of Puglia, which has often played the role of cultural bridge with the eastern coasts of the Mediterranean in the past. The second part of the paper focuses on the proposed itinerary along the Appian Way in its final route between Puglia and Basilicata. Marian shrines were sometimes the cause and sometimes the evidence of the cultural and economic poles that characterised the medieval and modern variants of this ancient road route. The study outlines a serial path that integrates the usual settlement or infrastructural levels of territorial knowledge with the Marian theme, which was analysed diachronically. An operational track in the contemporary territorial dimension emerged from the correlation of both the stratigraphic reading of the landscape and the interpretation of material and immaterial cultural heritage. This track aims to aggregate and promote the sustainable rediscovery of those places, which are largely cut off from the routes of mass tourism, in adherence to the most recent European and local cultural and landscape guidelines. Full article

Educational systems globally, and notably in the Ibero-American context, underwent significant adaptations in response to the myriad challenges imposed by the COVID-19 pandemic. The pedagogical evolution unfolded through three discernible phases: predominantly online, hybrid, and ultimately, a return to face-to-face instruction. While these phases were universally apparent, cultural, socio-economic, and health disparities across regions subtly influenced the quality and experiential aspects of teaching and learning within these models. This study seeks to illuminate the psychological profiles and evaluative perspectives regarding teaching and learning quality among university educators during COVID-19’s tri-phase educational transformation. Engaging 601 university instructors from various Ibero-American countries, a comprehensive questionnaire mapped demographic, academic, and psychological landscapes across the pandemic’s distinctive epochs. The pivot to online educational methodologies, supplanting traditional modalities, permeated numerous facets of the educational endeavor, particularly impacting faculty life and wellbeing. Data underscored a prevalent sentiment of loneliness, indicative of broader mental health challenges, especially pronounced among educators in Latin American nations. Notwithstanding these hurdles, Latin American educators demonstrated a predilection towards online instruction, in stark contrast to their European peers, who exhibited a preference for in-person pedagogy. This study unveils the divergent pedagogical preferences and mental health challenges among university educators in the Ibero-American realm during COVID-19’s educational shifts, underlining the need for adaptable educational frameworks and robust mental health support, attuned to the region’s distinct socio-cultural and economic contexts. Full article

Transit infrastructure is a critical determinant of the layout and sustainability performance of residential landscapes and neighborhoods. Though the spatial aspects of transit design and their associated impact on health, congestion, air pollution, accident rates, and emissions of greenhouse gases are well understood, the experiential-qualitative aspects of mobility have often been ignored in the travel and transport literature. This paper presents the place-understandings of pedestrians and cyclists concerning neighborhood safety in Dushanbe, the capital city of Tajikistan. Community perspectives were captured through drawing and storytelling workshops as a method of public engagement through creative experience. While reporting on the veracity of this collaborative, creative, and place-based methodology, the paper presents workshop outcomes that describe problematic non-auto neighborhood transit experiences that, if unchecked, could constitute a significant challenge to the sustainable post-Soviet transformation of Dushanbe’s residential neighborhoods. Full article

Iconic architecture and landscape architecture are most often understood through photographic media that mediates between the idea and the reality for those learning to design. The drastic lockdown responses to COVID-19 and the limitations on local and international travel highlighted the importance of the visual and the potential of the virtual. However, visual media can also be understood as systems that go far beyond a strict representation of an object. In this climate where publicity, politics, and perception play ever more crucial roles, representations of iconic architecture and landscapes increasingly blur the boundaries between the imaginary and the tangible. This paper examines the experience of iconic architecture and landscape in four iconic European cities (Paris, Barcelona, Seville, and Lisbon) as seen through the eyes of fifty postgraduate architecture, interior architecture, and landscape architecture students from New Zealand. It compares their understanding of a building or landscape from its photographic image before engaging with the physical reality. Students were asked to first identify iconic architecture and landscape, then closely analyze and document the essential qualities which established its pre-eminence. A subsequent visit to each of the places provided the opportunity for comparison and the testing of the realities and fictions of the icons themselves. Our research finds that today’s architecture students are savvy and sophisticated consumers of technology. It also presents FABRIC (finding, assimilating, being, reflecting, introspecting, and concluding), a conceptual framework that offers additional scaffolding for educating design students through experiential learning in a time of travel restrictions. Full article

Background: Solo—being intentionally solitary in nature—is receiving growing attention as a valuable outdoor education program component. Its practice and history have been researched in the context of experiential learning, but few studies have explicitly examined how solo experiences can affect dimensions of well-being. This study investigated a broad range of well-being pathways provided by being solo, based on data from Norway, Germany, and New Zealand. Methods: Using qualitative content analysis (QCA), the solo debrief responses of 40 participants (26 females, age: 19–64 years) were analysed, applying the PERMA-V framework (emotions, engagement, relationship, meaning, achievement, and vitality). Variations in the reports were explored as a function of the national sample, gender, age, prior solo experiences and expectations. Results: The study suggests that hedonic and eudemonic well-being pathways, represented by the six PERMA-V pillars, interrelate strongly. The experience of a range of positive emotions and connecting process during solo highlights two of the most frequent findings related to well-being pathways. The secondary findings suggest minor variations in the well-being pathways for the different national samples, gender and age. Expectations and prior experiences with solo were identified as context factors with minor impact. Further, the data-driven analysis identified specific physical activities, landscape features, sense-activation, perception of time and ‘good’ weather as relevant to the specific experience. Conclusions: Solo experiences provide for well-being-related pathways in a multitude of ways, which highlights the well-being potential of solo implementation across practical fields beyond outdoor education, such as wilderness therapy, and environmental and planetary health initiatives. Future studies should continue to explore solo’s well-being potential in different settings, especially in the context of non-Western samples. Full article