LEARNING BUILDING THERMAL BEHAVIOR VIA EXTENDED REALITY

Abstract

In this dissertation, the author explores the utilization of Extended Reality (XR) technologies, encompassing both Virtual Reality (VR) and Augmented Reality (AR), to facilitate a deeper understanding and enhanced visualization of building thermal behavior. The research targets all undergraduate students at the Texas A&M University, aiming to elevate their comprehension of complex energy dynamics and thermal processes through innovative, immersive learning environments. The dissertation unfolds through the development and analytical comparison of two XR-based prototypes, one each in VR and AR formats. These prototypes serve as interactive educational tools that allow users to engage directly with multi-faceted energy models and dynamic thermal scenarios. This embodied interaction is proposed to aid in demystifying the often-complex phenomena of energy efficiency and thermal behavior in buildings, making these concepts more accessible and intuitively understandable. A comprehensive series of user studies were carried out to assess the impact of Extended Reality (XR) technologies on educational effectiveness. These evaluations included participants majoring in Architecture, Engineering, and Construction (AEC), as well as students from STEM (science, technology, engineering, and mathematics) and non-STEM disciplines. Various metrics, including levels of engagement and overall learning outcomes, were used by the students to measure the effectiveness of XR platforms on students’ performance and experience. The findings from the research indicate that both VR and AR have enhanced the learning experience, with marked improvements in understanding critical concepts related to building energy efficiency. The immersive nature of XR appears to be particularly effective in helping students grasp sophisticated topics such as thermal insulation, energy consumption patterns, and the overall impact of architectural design on a building's environmental footprint. The study explores the potential of these technologies to alter pedagogical approaches within architectural and engineering education, suggesting that XR could be substantial in training a new generation of architects and engineers who are well-prepared to implement sustainable and energy-efficient design practices. The implications of this shift are profound, offering a pathway to reduce overall energy consumption in buildings and thus contributing significantly to global efforts aimed at mitigating climate change. This dissertation provides compelling evidence that XR technologies can transform how building thermal behavior and energy simulation are taught and understood in the architectural and engineering community. By integrating VR and AR into educational frameworks, there is a strong potential to enhance not only academic learning but also professional practice in the field of sustainable architecture.