Abstract
The authors delve into insights garnered from a comprehensive review of the literature concerning the utilisation of Virtual Reality Gear (VRG). The focus is on the nascent and evolving applications of VRG within both national and international contexts, specifically within the realms of architectural education and the industry at large. Acknowledging VRG as a groundbreaking innovation that first emerged during the Third Industrial Revolution, this study highlights its swift progression in the era of the Fourth Industrial Revolution. VRG technology endows individuals with the capacity to operate as autonomous designers or collaborative team members in co-designed projects, holding substantial potential to enhance project outcomes by curtailing time, minimizing costs, reducing waste, and lessening environmental as well as energy consumption impacts. This research pinpoints both the challenges and opportunities that can inform teaching and learning strategies in design education, thus equipping students to navigate an ever-evolving work environment. A significant body of research underscores the necessity for increased educational opportunities and a more profound understanding of VRG applications within the architecture and interior design sectors, which significantly influence its implementation. Insights from international studies reflect a global demand for seasoned VRG professionals within the architectural domain. In response, educational institutions have initiated foundational VRG courses and projects, and researchers, including the authors, are advocating for educational frameworks aimed at accommodating the rapid development pace of VRG technology. This paper specifically examines the implementation of VRG within the South African architectural sector and juxtaposes the findings with extant international research.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Virtual Reality Grear
