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1:1 Spatially Augmented Reality Design Environment
Chien-Tung Chen and Teng-Wen Chang
Graduate Institute of Architecture, NCTU
Graduate School of Computational Design, NYUST
1. INTRODUCTION
One common problem, especially in interior design domain, encountered by
design learning process is the mismatch between what novice designers
intend to do and what they have drawn on the paper, as addressed in (Bailey,
2005). Gradually learning expressing spatial concepts in terms of elevations,
plans and sections over time, novice designers start to look at the design
differently. This is a time consuming process. One recent approach towards
this problem is via both interface and the spaces surrounding it.
1.1
The common experiences novice designers have problems with are scale,
textures and how they are represented in different situations. One of the
Keywords:
Abstract:
become of the traditional media such as pen and sketches, especially in the
design education environment? Or what will they be transformed into? In this
research, we tried to implement SARDE and have a scenario experiment to
research, we focus on the interior design process with a particular type of
check how designers interact with such design media. Furthermore, through
media to represent their design dream.
media—1:1 spatially augmented reality design environment (SARDE). In this
With the development of ubiquitous computing (Weiser, 1991), what will
this research, we have come to know more about how designers use design
Making Design via Direct Manipulation
© 2006 Springer. Printed in the Netherlands.
Systems in Architecture and Urban Planning, 487-499.
Design & Decision Support Systems, Spatially Augmented Reality, Architecture
Education, and Computer Visualization
Jos P. van Leeuwen and Harry J.P. Timmermans (eds.), Innovations in Design & Decision Support

488
reasons is because of their inexperienced expression and insufficient
knowledge. For dealing with this problem, design studio often intends to ask
for large scale model or drawing to reflect the design outcomes in a suitable
form. By direct manipulating large scale physical model and drawing, design
is made with simulated representation. How to understand the design with its
context implication needs further exploration in addition to the media
representation. Amount of time is spent on the site for novice designers to
learn the contextual factor such as real scale and texture even after
construction. This is a decision gap between learning the design
documentation (the drawing) and the contextual information of the site
(Figure 1).
represent site information and make design decision.
1.2
For dealing with the decision gap, the contextual site information has been
brought for information awareness. However, how the external
representations interact with internal representations remains further study
(Pearson, Alexander et al. 2001). A general view used in this research is that
design process is treated as a process from unmeasurable spatial ideas to
measurable spatial construction then to unmeasurable user’s perception
(Stockli, 1992). Furthermore, the measurable factors in decision making
process can then be modelled. With this view, there are three obscures about
measurable factors in design:
1. The 1:1 scale: Novice designers cannot apply the metaphor of scales
on representing their spatial concepts easily, and often requires the
1:1 scale of representation for the space in their imagination.
2. The texture: Novice designer often has difficulty to associate the
textures (represented by a set of images or physical materials) with
their representation in the 1:1 scale of model or further the
consequence in the design.
3. To associate design outcomes with surrounding environment: Novice
designer cannot easily collage the design with physical spatial
Chien-Tung Chen and Teng-Wen Chang
Figure 1. Novice designer spends lots of time learning how to use the 2D drawing to
,
Deciding Design While You are On Site