|M.Sc Thesis||Department of Architecture and Town Planning|
|Supervisors:||Assoc. Prof. Oxman Rivka|
The subject of building details is traditionally taught frontal. This paper treats the development of a computerized tutorial for the purpose of teaching and learning building details.
The objective of the computerized tutorials is:
1. To develop a learning aid assisting in the
perception of 3-D relationships on the basis
of presented 2-D sections, horizontal and vertical.
2. To assist the student in the process of understanding the link between the horizontal and vertical sections.
3. To provide the teacher with an additional
building detail teaching aid.
The development focuses on a specific detail - a hinged door.
Background investigations presented include:
A. Investigation of the present status of teaching the subject of building details. Discussions with architects, teaching the subject at the Faculty of Architecture, served for this purpose.
B. Computer-aided teaching and learning in other countries.
C. Survey of educational software, evaluation models
for tutorials, appropriateness of the
tutorials for teachers and students.
D. Creation of new thinking habits in the domain of form - plane, depth - third dimension.
E. Issues of visual
training, image perception, 3-D objects and their mental visualization.
The computerized tutorial was developed in three steps:
Step one - Tutorial files.
The tutorial files were developed using the HyperCard software. This software runs on Apple-Macintosh computers. HyperCard enables the visualization of data relating to form and is characterized by a high degree of user friendly interaction.
Step two - Animated presentations with sequences of slides.
Four animated simulative presentations were developed, each satisfying a different process. Included is the creation of the object -the door -in 2-D and in 3-D, viewed both from the inside and from the outside, and the simulation, actual growth of the door, from two to three dimensions. In addition, a simultaneous presentation of the detail, in 2-D and 3-D, on split screen, was developed.
The slide sequences and the split screen presentation, were developed using Autocad software on an IBM compatible PC.
Step three - Interactive computerized questioning.
In this step a student self test was developed. The test consists of questions and answers concerning the perception and the grasping of the detail, the relationship between the vertical and horizontal sections, and based on these, the perception of the 3-D object.
Resulting recommendations relate to educational software for other subjects in architecture and to the kind of efforts required to create such software.