Mimarlık ve Tasarım Fakültesi / Faculty of Architecture and Design

Permanent URI for this communityhttps://gcris3.etu.edu.tr/handle/20.500.11851/247

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Citation - WoS: 3
Citation - Scopus: 3
Kültürel Mirasa Yönelik Mobil Artırılmış Gerçeklik Uygulaması Geliştirilmesi
(Gazi Univ, Fac Engineering Architecture, 2022) Acar, Aktan; Atalay, Fatma Betül; Say, Soner; Tunca, E. Melisa; Cetin, Murat Can; Aydın Altay, Suna; Gürol Öngören, Pelin
Purpose: The aim of project was to develop an augmented reality-based environment and non-formal, free, individualized learning content appropriated for cultural and archaeological heritage which had lost its physical structural integrity. In this respect a web-based augmented reality mobile application was developed that lets the users to inspect and explore the existing cultural heritage and related information in-situ with its various historical conditions modelled in 3D. Methods: Vuforia and Wikitude augmented reality platforms were examined in the project. The created point cloud of the Temple of Augustus by Wikitude Studio web interface is used as a 3-dimensional marker to recognize the structure. Wikitude matches the image of the real world with the created point cloud and the camera exposure at the time of recognition allows us to place the desired virtual object using the correct transforms. When a match is found, Wikitude initiates localization and generates a virtual map of the real world. In this way, even if the camera moves, it continues to partially recognize the object. Using many functions, the virtual restitution model of the temple can be placed correctly aligned on the real world and displayed. Results: Unity as game engine and Wikitude platform as Augmented Reality technology were used for mobile application. A virtual model was placed on the Temple of Augustus with SLAM technology. In the application, 3-dimensional temple models belonging to three different restitution periods can be examined. When a question mark is clicked, information about that part of the building can be accessed. Conclusion: The results of this research can be applied and extended to structures that have lost their structural integrity. The widespread impact of this research can be summarized under three main headings: technology use, interaction with structure and environment, and interoperability. Historical structures can be exhibited in their original state, together with the developing and easier to access technologies. This will have an important impact on the transmission and protection of cultural heritage. Secondly, it can be observed how the building interacts and changes with its environment over time with animations to be enriched with motion graphics. Last impact would be on the interoperability of building information models with mobile devices and applications. It is beneficial to conduct research to make the building information model compatible with mobile devices and applications.
Citation - WoS: 1
Citation - Scopus: 1
Neuropsychological Assessment of First-Year Architecture Students’ Visuospatial Abilities: Overview
(Blackwell Publishing Ltd, 2020-02) Acar, Aktan; Soysal Acar, A. Şebnem
First-year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first-year architecture students’ visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants’ sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study’s main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first-year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students’ visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.
Citation - WoS: 1
Citation - Scopus: 1
Reproduction of Image Through Critical Visual Reading in In-Service Teacher Training
(Turkish Education Assoc, 2021) Ozsoy, Vedat; Mamur, Nuray
This research is a case study analyzing the process of Intersemiotic Exchange activity carried out as part of an in-service training offered through a TUBITAK supported project to help teachers deliver critical and cultural inquiries in their classrooms through visual culture images. In the Intersemiotic Exchange activity, the teachers were expected to establish a connection between a piece of artwork and an advertisement image, to evaluate the newly acquired meaning of the borrowed image in the new context and to reproduce it in a context of social content. As a first step, the teachers analyzed the artwork and the relevant advertisement image they had selected for their similarity and differences in form, they then read those images for their similarities and differences in meaning. As the final stage of the activity, they reproduced the artwork in the context of a social problem they have determined. The teachers here were expected to carry out a deliberate and purposeful intertextuality study. In this research we have carried out in seven cities with a total of 508 classroom and visual arts teachers, the analysis unit is the experience of participant teachers relevant to the applied program. At the end of the process, a significant improvement was observed in teachers' ability to inquire with respect to interpretation of visual messages and similar message formation through visual literacy. The teachers evaluated that the program could help students to increase relational thinking skills and awareness of social problems. Additionally, they self-criticized their use of cognitive and interactive teaching approaches in the classroom and noted that they had been able to develop ideas to improve their own art lesson activities in the framework of the experiences they had achieved in the process of the activity. In this context, it is possible to say that it is necessary to further improvement of the teachers' competencies through different in-service training activities to help them interpret visual culture pedagogy related approaches in their classrooms.

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