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User VR Experience and Motivation Study in an Immersive 3D Geovisualization Environment Using a Game Engine for Landscape Design Teaching

Author

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  • Carlos Carbonell-Carrera

    (Department of Techniques and Projects in Engineering and Architecture, Area of Cartographic, Geodetic and Photogrammetry Engineering, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Santa Cruz de Tenerife, Spain)

  • Jose Luis Saorin

    (Department of Techniques and Projects in Engineering and Architecture, Area of Engineering Graphics, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Santa Cruz de Tenerife, Spain)

  • Dámari Melián Díaz

    (Department of Techniques and Projects in Engineering and Architecture, Area of Engineering Graphics, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Santa Cruz de Tenerife, Spain)

Abstract

Realistic 3D geovisualization is necessary to facilitate the perception of a landscape designer in relation to the environment, which is a determining factor in decision-making in landscape planning and management. In the field of landscape design teaching learning environments, game engines can offer an immersive 3D geovisualization mode through Virtual Reality technology, which, in addition, can be motivating for the student. Game engines allow designing the scenarios where videogames take place, but game engines can also be used for geovisualization tasks in landscape design teaching environments. In this article, we present the landscape workshop, using a Unity 3D game engine. Twenty-five architect students performed landscape design tasks and worked with an interactive 3D geovisualization low-immersive desktop screen environment. The perception of the 3D environment during geovisualization was analyzed through the Questionnaire on User eXperience in Immersive Virtual Environments, and the motivational factor with the Intrinsic Motivation Inventory. Results showed a high perception of the 3D environment during geovisualization in the nine subcategories (sense of presence, engagement, immersion, flow, usability, emotion, judgment, experience consequence, and technology adoption) analyzed. The game engine-based teaching approach carried out has been motivating for students, with values over 5 (in a 1–7 Likert scale) in the five subscales considered.

Suggested Citation

  • Carlos Carbonell-Carrera & Jose Luis Saorin & Dámari Melián Díaz, 2021. "User VR Experience and Motivation Study in an Immersive 3D Geovisualization Environment Using a Game Engine for Landscape Design Teaching," Land, MDPI, vol. 10(5), pages 1-23, May.
    • Handle: RePEc:gam:jlands:v:10:y:2021:i:5:p:492-:d:549545
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    References listed on IDEAS

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    1. Ken Snyder, 2003. "Tools for Community Design and Decision-making," Advances in Spatial Science, in: Stan Geertman & John Stillwell (ed.), Planning Support Systems in Practice, chapter 6, pages 99-120, Springer.
    2. Andres Navarro Cadavid & Juan Vicente Pradilla & Octavio Rios, 2012. "Open Source 3D Game Engines for Serious Games Modeling," Chapters, in: Catalin Alexandru (ed.), Modeling and Simulation in Engineering, IntechOpen.
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    Cited by:

    1. Weilong Wu & Zhanpeng Zhao & Ao Du & Jiaqing Lin, 2022. "Effects of Multisensory Integration through Spherical Video-Based Immersive Virtual Reality on Students’ Learning Performances in a Landscape Architecture Conservation Course," Sustainability, MDPI, vol. 14(24), pages 1-21, December.
    2. Wei-Long Wu & Yen Hsu & Qi-Fan Yang & Jiang-Jie Chen, 2021. "A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era," Land, MDPI, vol. 10(6), pages 1-23, May.
    3. Jose Luis Saorin & Carlos Carbonell-Carrera & Allison J. Jaeger & Dámari Melián Díaz, 2023. "Landscape Design Outdoor–Indoor VR Environments User Experience," Land, MDPI, vol. 12(2), pages 1-23, January.

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