Cognitive aspects of design with the use of Mixed Reality systems

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Master thesis that was made at the University of Salford to accomplish Master of Science in Digital Architectural Design

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Cognitive aspects of design with the use of Mixed Reality systems

  1. 1. DISTRIBUTED COGNITIVE ASPECTS OF DESIGN WITH THE USE OF MIXED REALITY SYSTEMS Preliminary research GULNAZ AKSENOVA architect, MSc digital architectural design supervised by DR. TUBA KOCATURK Reader in Digital Architecture University of Salford
  2. 2. OBJECTIVES: To identify qualities of distributed cognition and cognitive tools in architectural practice; To create a systemized framework based on grounded theory.
  3. 3. Mixed Reality Systems Distributed Cognition Architectural Design Context Potentials for Future Implementation Human-Computer Interaction CognitiveToolforDesign TheoreticalFramework
  4. 4. Reality-Virtuality Continuum Extent of World Knowledge Continuum World Unmodelled Augmented Reality Virtual objects in Real Environment World Modelled Augmented Virtuality Real Objects in Virtual Environment World Partially Modelled Real Environment Virtual Environment Milgram and Kishino 1994
  5. 5. MIXED REALITIES updated Rekimoto diagram (1995)
  6. 6. VISUALISATION INDOOR TRACKER COULD BE ANYTHING
  7. 7. VISUALISATION OUTDOOR NO TRACKER, BUT GPS LOCATION
  8. 8. ARCHITECTURAL CONTEXT EMBODIED INTERACTION
  9. 9. GAP IN MERGING REAL AND VIRTUAL A NUMBER OF PROTOTYPES TRIED TO ADDRESS THIS GAP
  10. 10. MIXED REALITY IN ARCHITECTURE
  11. 11. DISTRIBUTED COGNITION Steven Hutchins 1980 IS A THEORY THAT ADDRESSES KNOWLEDGE THAT LIES NOT ONLY WITHIN THE INDIVIDUAL BUT ALSO IN THE INDIVIDUAL’S SOCIAL AND PHYSICAL ENVIRONMENT AND IS A FRAMEWORK (NOT A METHOD) THAT INVOLVES THE COORDINATION BETWEEN INDIVIDUALS, ARTIFACTS AND THE ENVIRONMENT
  12. 12. Distributed CognitionCognition Cognition Body Environment Mind shape Environment Environment shape mind COGNITION VS DISTRIBUTED COGNITION
  13. 13. DC TAKES ITS ROOTS FROM I. VYGOTSKY (1978) ACTIVITY THEORY PROCESS OF CONSTRUCTING KNOWLEDGE THROUGH THE USE OF MEDIATED ARTEFACTS CONSTRUCTIVIST APPROACH MEDIATED ARTEFACTS CONSTRUCT ING OF KNOWLEDGE INTERACTION NEED TO BE MOBILIZED BY USERS TO SE RVE GOAL-ORIENTED ACTIVITY EXPERIENCE in MR Environment KNOWLEDGE Activity Theory
  14. 14. ARTEFACTS= =MR TOOLS l.Vygotsky“Mind in Society” Activity Theory 1978 Embodiment INTERNAL REPRESENTATIONREPRESENTATION EXTERNAL MINDCOGNITION MR ENVIRONMENT BODY LINK roots Autopoiesis and Cognition, 1972 Maturana and Varela (embodied mind) purposeful interaction" between subject and object in the world mediated by artefacts, both psychological and physical Distributed Processes Shape Shape relationship between elements Process of construction of knowledge through our experience in the world Constructivist approach as many worlds as individuals memory, association, concept formation, pattern recognition, language, attention, perception, action, problem solving mental imagery experience ARTEFACTS= =MR TOOLS l.Vygotsky“Mind in Society” Activity Theory 1978 Embodiment INTERNAL REPRESENTATIONREPRESENTATION EXTERNAL MINDCOGNITION MR ENVIRONMENT BODY LINK roots Autopoiesis and Cognition, 1972 Maturana and Varela (embodied mind) purposeful interaction" between subject and object in the world mediated by artefacts, both psychological and physical Distributed Processes Shape Shape relationship between elements Process of construction of knowledge through our experience in the world Constructivist approach as many worlds as individuals memory, association, concept formation, pattern recognition, language, attention, perception, action, problem solving mental imagery experience CONCEPT OF DC IN MR ENVIRONMENT
  15. 15. DEVELOPMENT OF THEORETICAL FRAMEWORK GROUNDED THEORY provides qualitative research with an empirical approach and is viewed as a valuable approach for conducting research that explores and examines computing sciences and the organisational contexts of Human-Computer Interaction
  16. 16. EMBEDDEDNESS CO-PRESENCE TIME-SPACE COMPREHENSION-SPACE FRAMEWORK BASED ON DC FRAMEWORK BASED ON GROUNDED THEORY
  17. 17. EMBEDDEDNESS CO-PRESENCE TIME-SPACE COMPREHENSION-SPACE FRAMEWORK BASED ON DC CASE STUDY #1 CASE STUDY #2 CASE STUDY #3 FRAMEWORK BASED ON GROUNDED THEORY
  18. 18. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION FRAMEWORK BASED ON DC CASE STUDY #1 CASE STUDY #2 CASE STUDY #3 FRAMEWORK BASED ON GROUNDED THEORY
  19. 19. PROTOTYPE 1 TIMBA: MR SYSTEM FOR 3D MODELLING (HSIAO AND JOHNSON, 2011)
  20. 20. PROTOTYPE 2 MXR: MR SYSTEM TO EXPLORE MULTIPLE VARIATIONS OF THE DESIGN AND SIMULATION. (BELCHER, 2008)
  21. 21. PROTOTYPE 3 TINMITH: INTERACTIVE MODELLING IN OUTDOOR ENVIRONMENT (PIEKARSKI, 2004)
  22. 22. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION FRAMEWORK BASED ON DC CASE STUDY #1 CASE STUDY #2 CASE STUDY #3 UPDATED FRAMEWORK BASED ON DC EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION DICOVERY 1 DICOVERY 2 FRAMEWORK BASED ON GROUNDED THEORY
  23. 23. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION MULTIPLE VIEWPOINTS LEARNING STYLES SIX BASIC PRINCIPLES OF MR SYSTEM FROM DC PERSPECTIVE
  24. 24. EMBEDDEDNESS Meaning-making through the interaction with the designed artefact levels of operation with the mixed reality system on which the designer can perform creativity levels of interaction between the designer and external representations based on the definition of “Embodied Cognition”(Dourish, 2001). CO-PRESENCE TIME-SPACE SUPERIMPOSITION MULTIPLE VIEWPOINTS LEARNING STYLES
  25. 25. EMBEDDEDNESS CO-PRESENCE Definition of different level of interaction between users Augmentation of social interactions by using MR technologies TIME-SPACE SUPERIMPOSITION MULTIPLE VIEWPOINTS LEARNING STYLES
  26. 26. EMBEDDEDNESS CO-PRESENCE TIME-SPACE Time-Space is foregrounding the concept of time in relation to context. Activity theory suggests, that relationship between components can change over time. Use of technology can be coordinated at several hierarchical levels at the same time. Time in this context plays an important role as the speed of our activity directly depends on the environment. SUPERIMPOSITION MULTIPLE VIEWPOINTS LEARNING STYLES
  27. 27. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION is the relation of information to organisation of space and is a representational level that can aid in comprehending space MULTIPLE VIEWPOINTS LEARNING STYLES
  28. 28. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION MULTIPLE VIEWPOINTS User-dependant data retrieval and visualisation Collaborative information exchangeability and perception LEARNING STYLES
  29. 29. EMBEDDEDNESS CO-PRESENCE TIME-SPACE SUPERIMPOSITION MULTIPLE VIEWPOINTS LEARNING STYLES experiential learning through designing, context awareness, knowledge devlivery MR system have to support learning practice based on experiential and collaborative learning theories. MR system offers a richer form of experiential learning not available previously (Chen and Wang, 2008).
  30. 30. POTENTIALS FUTURE IN LEARNING, DESIGNING, SIMULATION, COLLABORATION AND VISUALISATION IN AEC INDUSTRY 3D ENVIRONMENTS KNOWLEDGE TRANSFER BACKTRACKING OF THE ACTIVITY PROVIDE AND STORE AN INFORMATION EMBEDDED INFORMATION BUILDS A PARAMETRIC MODEL EXPLORE PROBLEM SPACES AS WELL AS SOLUTION SPACES REDUCES DIVERGENCE BETWEEN IDEA AND CREATION HEALTH ISSUE MARKETING TOOL FOR CLIENTS COGNITIVE ARTEFACT TO ACCOMPLISH EMBODIED INTERACTION
  31. 31. THANK YOU!

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