VR Education

• Students who had used VR technology reported that few minutes with the three-dimensional images “could have saved them dozens of hours” in their traditional labs.

• By combining a state-of-the-art structure, pioneering technology, and cutting-edge teaching techniques, we will provide students the innovative education required to lead in this new era.

• Students whom had used these technologies reported increased motivation, improved confidence in their skills, and higher satisfaction with the course.

• The use of VR applications is considered to improve students’ cognition and interaction which results in more effective learning.

• VR constructs provide contextual learning experiences that foster exploration of real world data in virtual surroundings, while VR’s responsive interactivity enables students to construct broader understandings based on interactions with virtual objects. These two flexible, immersive technologies spark similar educational outcomes, bringing learners to deeper levels of cognition as they attain new perspectives on underlying data. For example, a VR history class could transport students to the period where Mamluki Sultanate were ruling Egypt to see how they lived and learn about life and civilization in Islamic in detail.

• This technology helps when explaining a difficult or complex set of theories in a classroom. It is also useful when explaining about how something works, what it means, why it functions in a particular way and where it fits into the scheme of things.

• In architectural design studio, Digital design processes use a dynamic environment of topological deformations, morphogenetic force fields, and generative form-finding processes. Such design practices seem to point to a shift from the concept of form and its representation, to the concept of formation, i.e. the mechanism, the performative process of form generation. This shift, from a representational to a performative approach to digital design, seems to be an emergent characteristic phenomenon of digital design, and defines the concept of formation as a flow of events and open potentials, in which the form is only a moment of effectuating the virtual. This course is structured to be presented interactively as illustrations to the main synthetically problems, rather than chronological documentation. This implies that architectural history will be treated as a source of inspiration which enables a society to innovate by re-interpreting the past, overcoming the dichotomies resulting from a single-minded pursuit of a narrow vision of “progress”.  Actually This approach arise a creative exploration and a careful evolution of historic structures to give birth to cultural processes and can also re-establish an organic link with the past- not for the sake nostalgia, but for the sake of re-integrating a human wholeness, drawing on other motivations than merely the rational issues.

• Students can learn about the spatial configurations and how it works by physical engagement with the objects within. They can move architectural components and elements, see around buildings and track the development of architectural styles.