This document discusses applying gamification techniques and virtual reality to improve student learning in a building engineering course. It describes creating a virtual island for students to design pavilions on, using software like Revit, 3ds Max, Sketchfab and Unity. Students collaborate on an urban planning project and compete to create the best designs. Evaluations found students were highly engaged with the technology and games elements, which improved their motivation and academic performance. The results showed growing use of virtual reality and an engaging way to learn complex 3D modeling skills.

1. Teaching Case: Applying Gamification Techniques
and Virtual Reality for Learning Building Engineering
3D Arts
Sergi Villagrasa
La Salle - Universitat Ramon Llull
sergiv@salle.url.edu
David Fonseca
La Salle - Universitat Ramon Llull
fonsi@salle.url.edu
Jaume Duran
Universitat de Barcelona
jaumeduran@ub.edu

2. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

3. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

4. 1. Objectives
• Apply gamification techniques in 3D arts
Engage students---------->Improve learning
• Plus technology: Explore Virtual Reality for education

5. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

6. 2. Definition of Gamification
• Gamification is about applying game mechanics to any project, idea or situation.
Is not a GAME!
• Engagement is the main objective in applying gamification.
• Promote longer student retention of the learned material
• The use of gamification and new technologies for enhancing the learning process
will boost achievement in 3D architectural subjects

7. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

8. 3. Tools and technology
Technology
3D on the web
3D engine
Virtual Reality

9. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

10. 4. Practical Cases
• The study will be performed during the 2013–2014
academic year, in a Building Engineer and
Architectural degree on the subject of “Drawing
Techniques 2” at La Salle, Ramon Llull University,
a six-ECTS-credit course that is taught annually
with 65 students enrolled.

11. 4. Practical Cases
1. Context of the subject “Drawing Techniques 2”
Beginning with the first month of the course, students participate in an exercise in which
they elaborate on the House Das Canoas (1951) of Oscar Niemeyer in Rio de Janeiro
(Brazil) using Revit Architecture architectural creation software and Adobe
Photoshop imaging software. Thus, students searched information, practiced, and
presented their project in a digital architectural panel.

12. 4. Practical Cases
2. Gamifying the subject
THE VIRTUAL ISLAND
• The storyline of the game that the students play
consists of all the class work for a global project
involving building an exposition like a universal
expo and designing the pavilion with some rules.
• This island will center on the gamification
techniques and the use of 3D tools.
• For the creation of the island, the researchers
designed a masterplan with the parcels being
numbered, marked, and assigned for each student.

13. 4. Practical Cases
2. Gamifying the subject
THE VIRTUAL ISLAND: Boost the creativity and design
• Once the job is designed and
created in 3D, students will
upload the design to Sketchfab,
visualizing it in a web browser in
3D, to ensure that the model
meets the prerequisites and, thus,
show and share the model for
further development.
Sketch 3D Sketchfab

14. 4. Practical Cases
2. Gamifying the subject
THE VIRTUAL ISLAND: Convey and validate
• Each design must be created with a combination of Revit and 3dsmax, although the final
model should be assembled as Max for the geometry optimization and application of
textures, so that it will be compatible with Sketchfab and Unity.
render

15. 4. Practical Cases
2. Gamifying the subject
THE VIRTUAL ISLAND: Virtual reality with UNITY & Oculus
• When the integration of each
pavilion on the island is complete,
the teachers will export with
UNITY to multiple outputs, such as
a web browser, executable PC or
MAC (necessary for the Oculus
version), and mobile iOS or
android.
Virtual Reality (Unity) version

16. 1. Objectives
2. Definition of Gamification
3. Tools and technology
4. Practical Cases
5. Evaluation and Conclusions
6. Appendix

17. 5. Evaluation and Conclusions
• The methodology to evaluate both quantitative (through a structured test),
and qualitative (using the Bipolar Laddering) using gamification and virtual reality.
Highlight of the Qualitative results:
Positive Common (PC)
Av Score
(Av)
Mention
Index
(MI)
1PC Use of multiple edge technology 8,2 90
2PC Learning by doing methodology 8,5 40
3PC Gamification techniques and awards 7 40
4PC Creativity modeling 9,3 70
5PC Collaborative works 8,3 30
6PC Professional portfolio 8 30
7PC Use of virtual reality 9,00 90
Table 1. Positive Common (PC)
elements.
Negative Common (PC)
Av Score
(Av)
Mention
Index
(MI)
1NC Little time for learning 3D 5 90
2NC Use of Schoology points LMS 4 30
3NC Lose track of contents 2 60
4NC Group grades versus individual 5 40
5NC Gamification: points & badges 6 30
6NC A lot of retouching image tools 5 50
7NC Use of vectoral software 5 10
Table 2. Negative Common (NC)
elements.

18. 5. Evaluation and Conclusions
• When a teacher meshes gamification with other teaching methodologies, and with
technologies like virtual environments, they are creating the perfect environment for students
to engage in a lesson. Not only does it increase their performance on exams, but it also
encourages them to perform better if they are behind. Overall, it increases the effectiveness of
the learning process for all students.
• The results show growing use of technology such Unity or Sketchfab and devices such as
Oculus Rift as well. This engaging for using high technology positively predisposes students
to using these devices in an educational way, increasing their motivation to understand course
content, thereby improving their academic performance.
• Students develop and urbanize an island as they wish, but also compete against each other to
achieve the best-looking design of the island because their designs would be displayed such
that the students and university faculty could walk virtually into their pavilion. The
technology used expands the communication of students’ designs in a manner never before
achieved.

19. Teaching Case: Applying Gamification Techniques
and Virtual Reality for Learning Building Engineering
3D Arts
Sergi Villagrasa
La Salle - Universitat Ramon Llull
sergiv@salle.url.edu
David Fonseca
La Salle - Universitat Ramon Llull
fonsi@salle.url.edu
Jaume Duran
Universitat de Barcelona
jaumeduran@ub.edu