framework for the implementation of a virtual design studio model in ...

synchronous tools scored highly comparing to the other tools. The
virtual tour also scored reasonably alongside the webpage tool, yet the
virtual reality tools such as the 3D environment were rarely used in the
VDS 3. The reason behind this underutilisation could be related to the
time needed to learn this new environment which the student did not
have. Another reason is the nature of this commercial software,
although they come downloadable for free, yet it is very expensive to run
them and use the build in facilities.
Figure 7.8 illustrates students‟ perception of the use of creativity tools in
the VDS 3 according to the focus group analysis (see below).
Figure 7.8: The Use of Creativity Dimensions According to the Students
The above figure shows that the use of project facilities that include
activities in and outside class scored really highly among student
performance in the VDS 3 environment. The graph also shows that the
students adhered to the idea of building their projects based on the
metaphor basis as well as elaboration of their ideas and building on
each others‟ in the final designs. As shown in the graph above, the
feasibility, motivation, and fluency factors were perceived at the same
level. Bandwidth and Critique factors did not score in the VDS 3
according to the students‟ answers in the focus group.
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