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Spatial Orientation Skill for Landscape Architecture Education and Professional Practice

Author

Listed:
  • 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)

  • Stephany Hess-Medler

    (Department of Clinical Psychology, Psychobiology and Methodology, Area of Methodology of Behavioral Sciences, Universidad de La Laguna, 38200 San Cristóbal de La Laguna Santa Cruz de Tenerife, Spain)

Abstract

Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or three-dimensional (3D) maps and geospatial information, for which spatial orientation skills are necessary. The data from six workshops conducted throughout the 2010–2020 period, in which 560 second-year engineering students participated using different strategies and technical tools for spatial orientation skills’ development, were collected in a unique study. Factors such as the technology used, the gaming environment, the type of task, the 2D/3D environment, and the virtual environment were considered. The Perspective-Taking Spatial Orientation Test was the measurement tool used. The results show that mapping tasks are more efficient than route-based tasks. Strategies using 2D and a 2D/3D combination are more effective than those with only 3D. First-person perspective gaming environments are also a valid alternative. The technologies applied in this study are easy to use and free, and a measurement tool is provided. This facilitates an interdisciplinary approach between landscape architecture education and professional practice since these workshops could also be easily carried out by professional bodies for landscape planning and management.

Suggested Citation

  • Carlos Carbonell-Carrera & Jose Luis Saorin & Stephany Hess-Medler, 2020. "Spatial Orientation Skill for Landscape Architecture Education and Professional Practice," Land, MDPI, vol. 9(5), pages 1-16, May.
    • Handle: RePEc:gam:jlands:v:9:y:2020:i:5:p:161-:d:360727
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    References listed on IDEAS

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    Cited by:

    1. 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.
    2. Zajadacz Alina & Halik Łukasz, 2024. "User Preferences of Perspective and Dimensionality of Tourism Space Geovisualisation Supporting Orientation in a Non-Immersive Virtual Reality," Quaestiones Geographicae, Sciendo, vol. 43(3), pages 77-86.

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