Artificial intelligence is responsible for the creation of computer programs that perform operations similar to those performed by the human mind. This is comparable to the traditional procedures used by humans when approaching different disciplines of knowledge. One of the limitations faced by pro-grammers are the non-logical aspects involved in the creative processes of artistic activities. The relationship between artificial intelligence and creative processes in the field of graphic expres-sion is not only a matter of technological development but must also solve the articulation of logical/rational processes with creative/emotional ones. The experience based on the teaching methods of drawing at the School of Architecture of Madrid aims to explore how these educational strategies allow the development of work habits which pro-mote aspects that can be used in other environments, including Artificial Intelligence.
SurveyingGame: Gamified Virtual Environment for Surveying Training
This contribution describes the first developing phases of a tool aimed to support field training ses-sions in topographic survey learning courses. After describing the issue that justifys the proposal of the research, a discussion of similar approaches carried out by researcher from different countries is shown. Thenceforth, the concept and description of the proposed gamified simulator are explained. Finally, the future features and scopes of the research are presented.
Using AR Illustration to Promote Heritage Sites: a Case Study
The Precettoria of Sant’Antonio di Ranverso, property of the Fondazione Ordine Mauriziano, is an extraordinary museum complex recently interested by a global effort to promote the site, an effort that since 2020 has taken a new direction.Thanks to the site’s richness in history, art, and anthropologic elements, for the second year in a row the Techniques in Visual Arts course at the Libera Accademia d’Arte Novalia was able to work on an educational and promotional project aimed at reaching a wider audience, specifically targeting the youngest visitors.To reach this objective, the course focused on exploiting the possibilities offered by augmented reality, both as a way of spreading the knowledge of the site and to address a younger audience with educa-tional content.
The Renewed Existence in AR of Max Brückner’s Lost Paper Polyhedra
This study proposes the realization of an Augmented Reality museum of mathematical-physical mod-els for distinctly educational purposes and capable of explaining mathematical and geometric princi-ples. Augmented Reality, in this context, would render them accessible while interacting with their digital twins would not endanger the preservation of the originals, and furthermore, comprehension would be enhanced thanks to the inclusion of explanatory contents. Following the teaching course proposed from our experience, it is possible to build the replica of one’s paper mock-up, thus giving pedagogical value back to the mathematical models otherwise precluded when musealized in a show-case or, worse, safeguarded in storerooms due to limited exhibition space. The first trials concern Max Brückner’s collection of polyhedra models, published in 1900 in Vielecke und Vielflache: Theorie und Geschichte, which offers the opportunity to evaluate the potentials of Augmented Reality to renew existence to a collection that is now lost.
AR as a Tool for Teaching to Architecture Students
Information and communication technology (ICT) are nowadays an integral part of daily life. Training and educational activities are among the different areas that widely profit from the use of these tech-nologies.The proposed contribution aims to develop an augmented reality application for accessing docu-mentary sources used in the teaching of drawing disciplines in architecture courses at the University of Cagliari. Much information is produced and collected in drawing classes, primarily in the form of representations, which are either adopted by the professors year after year or elaborated by the students during the classes.This collection of materials represents a significant legacy that is typically used to enhance instruction, despite certain obstacles in disseminating it among students.As a result, it was decided to use some of the publications from the core bibliography for a student studying the Castello district and its architecture as an “access point” to the knowledge.
AR&AI in the Didactics of the Representation Disciplines
The class of Digital Representation Techniques is an optional class for architecture and engineering students at the Politecnico di Torino. For the second year, the program of the class, focused on the the-oretical and applicative panorama of technologies for digital drawing, integrates an introduction to the most recent developments in augmented reality (AR) and artificial intelligence (AI), two technological fields that are deeply influencing the interpretation of physical assets through digital models. The class requires students to produce different deliverables, including a research essay, graphic representation documents (plates or brochures), a video proving animation and editing skills, and a prototype AR ap-plication. The proposed contribution presents methods, objectives, and some of the results of the class, highlighting the interaction between the different digital representation techniques and deepening the critical aspects related to the introduction of new AR and AI technologies.
The Drawn Space for Inclusion and Communicating Space
In the last twenty–five years, some studies have been analyzing the virtual reality potential for special education. They show the virtual environments as a valid communicative medium and a safe space where ASD people can experience new situations without limits of ‘in vivo’ experiences. Often, prob-lems with space can complicate many aspects of everyday life. Referring to Hermelin and O’Connor’s studies, the difficulties involving the autistic clinical frame are connected especially to perception deficiency, therefore the VR can become valid support, for people with ASD, improving relationships with space, with ourselves and with others. My study tries to provide a guideline tool for a human–centered VR design.