View in EDS HTML Full Text PDF Full Text

Architecture in school practice: possible tools for supporting spatial literacy.

Saved in:
Bibliographic Details
Title: Architecture in school practice: possible tools for supporting spatial literacy.
Authors: Strand, Ingri1 (AUTHOR) ingstr@oslomet.no, Nielsen, Liv Merete1 (AUTHOR)
Source: International Journal of Technology & Design Education. Sep2025, Vol. 35 Issue 4, p1597-1618. 22p.
Subjects: Virtual reality, Spatial ability, Virtual design, Learning, Design techniques, Architectural design, Imagination, Secondary schools
Geographic Terms: Norway
Abstract: Laypeople's participation in the planning of built environments is dependent on their spatial literacy, and it is therefore important to develop this through general education. In Norway, architectural assignments in the subject of Art and crafts are aimed at enhancing spatial literacy, but not all activities are equally educative. The use of Virtual Reality (VR) can contribute to students' understanding of and engagement with spatial properties, but few studies have been conducted at the lower secondary school level. Therefore, this study was conducted to explore how pupils in a Norwegian lower secondary school reflect upon and use floor plan drawings, digital 3D models, and VR in architectural assignments aiming to support their spatial literacy. Although VR has the potential to facilitate activities that support the pupils' spatial literacy, the pupils in this study tended to use VR to a lesser extent, mostly towards the end of their projects. We suggest that the finished look of the VR visualisations, conceptualised herein as 'perceived finishedness', may have contributed to this. This highlights the use of VR as a visualisation tool rather than a design process tool. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: egs
DbLabel: Engineering Source
An: 187094068
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Architecture in school practice: possible tools for supporting spatial literacy.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Strand%2C+Ingri%22">Strand, Ingri</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ingstr@oslomet.no</i><br /><searchLink fieldCode="AR" term="%22Nielsen%2C+Liv+Merete%22">Nielsen, Liv Merete</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Sep2025, Vol. 35 Issue 4, p1597-1618. 22p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+ability%22">Spatial ability</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+design%22">Virtual design</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Design+techniques%22">Design techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Architectural+design%22">Architectural design</searchLink><br /><searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Laypeople's participation in the planning of built environments is dependent on their spatial literacy, and it is therefore important to develop this through general education. In Norway, architectural assignments in the subject of Art and crafts are aimed at enhancing spatial literacy, but not all activities are equally educative. The use of Virtual Reality (VR) can contribute to students' understanding of and engagement with spatial properties, but few studies have been conducted at the lower secondary school level. Therefore, this study was conducted to explore how pupils in a Norwegian lower secondary school reflect upon and use floor plan drawings, digital 3D models, and VR in architectural assignments aiming to support their spatial literacy. Although VR has the potential to facilitate activities that support the pupils' spatial literacy, the pupils in this study tended to use VR to a lesser extent, mostly towards the end of their projects. We suggest that the finished look of the VR visualisations, conceptualised herein as 'perceived finishedness', may have contributed to this. This highlights the use of VR as a visualisation tool rather than a design process tool. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=187094068
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10798-024-09951-0
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1597
    Subjects:
      – SubjectFull: Virtual reality
        Type: general
      – SubjectFull: Spatial ability
        Type: general
      – SubjectFull: Virtual design
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Design techniques
        Type: general
      – SubjectFull: Architectural design
        Type: general
      – SubjectFull: Imagination
        Type: general
      – SubjectFull: Secondary schools
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Architecture in school practice: possible tools for supporting spatial literacy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Strand, Ingri
      – PersonEntity:
          Name:
            NameFull: Nielsen, Liv Merete
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 09577572
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: International Journal of Technology & Design Education
              Type: main
ResultId 1