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Spatial visualization and interpretation are important skills for designers. However, these skills generally require significant experiential development over the course of years. Visualizations allow the human brain to convey complex spatial concepts in intuitive, navigable and manipulable forms improving learner outcomes and perceptions. But often these visualizations are studied as single modality solutions. Dual modality and multimedia presentation studies show positive improvements in learner outcomes but dual modality is often difficult to compare. This paper presents ongoing research in the use of comparative multimodal visualizations produced with emerging technology solutions in 3D Design classrooms. Presented are previous findings from multimedia design and a methodology to widen the scope of study. The context for this study is a university first year undergraduate course in architectural design. The presupposed outcome is that students become adept at interpretation and mental conversion at a rate greater than they would through more traditional curricular means.
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