Traditional modes of representation such as two dimensional plans, sections, axonometrics, perspectives and elevations are often misinterpreted. With a virtual model a student can create a 1:1 virtual environment of their design and give a virtual guided tour through it in real time.

The building consists of a series of five steel framed boxes, each box is intended to be perceived differently by the way materials and technology are applied.

External perspective

User with VR headset

Box 1 - the Screened Garden

The steel frame is clad simply with 150 x 50mm timber battens. Ivy is then allowed to grow up the screens to create a semi-outdoor space. By screening the space from the exterior environment the space attempts to simplify space by cutting out complex views in so doing drawing attention to the sky and nature, allowing students and staff to contemplate and discuss future design ideas.

Screened Garden Autumn

Box 2 - the CAVE (CAVE Artificial Virtual Environment)

The CAVE simulates a group immersive environment that enables each user to see exactly the same thing from a different viewpoint; the users can also see each other.

The system creates a virtual three-dimensional environment by using three separate projections, x, y and z. Each projector projects an image on to its own screen. Each user wears a special pair of glasses; the lenses consist of liquid crystal shutters that oscillate between the left and the right eye. At the same time the three screens oscillate between left and right images. The result is the production of a virtual object that can be viewed and even manipulated (with special gloves) by each user.

CAVE projections exterior view

In the case of the critspace six plasma screens are used, this reduces the amount of space required by the projectors and also means the virtual objects can be viewed through 360° within a virtual environment. The virtual environment can be programmed to take on any form, a desert, space, town centre. The virtual environment can be either still or animated. The ability to display both objects and settings in real time offers incredible opportunities for design presentation and communication. The thermal environment of the CAVE is linked to the main thermal control system so it can be programmed to match the virtual environment.

Theatre seen in the CAVE (example student project)

The main circulation passes behind the boxes. Conventional critspaces are positioned along the circulation space to encourage students to participate in other people's crits. The south facing critspace also acts as a sunspace. In the winter there is little or no foliage on the trees, this allows the low level winter sun to penetrate the glass and heat the interior volume. This heat energy is then absorbed by the thermal mass of the gallery walls and floor slabs. Excess heat is extracted at high level where the energy can be moved to where it is needed, or put in the underground thermal store for future use.

Conventional critspace

Box 3 - Group Outdoor Virtual Reality

The group outdoor virtual reality space will give students the opportunity to conduct guided tours of their designs in real time. Prior to their crit, the student would load their three dimensional model on to the main server. The 3D model could take the form of any supported file type. ArchiCAD, Microstation, Blender, Lightwave, VRML, DXF, DWG and 3D studio files can all be displayed through the installation of the appropriate driver.

Augmented magic beans
(example student project viewed through vr helmet)

The mainframe computer (situated above the vr helmet store) transmits signals to conventional stereo audio-visual virtual reality headsets. The headsets continually send back positional information to the mainframe computer so as the user moves, the scene will update instantaneously in real time.

Augmented Beanstalk
(example student project viewed through vr helmet)

The virtual plane in front of the building serves two main functions - one to allow a large area of space for the virtual building to be situated and two, to add theatre, animation and life to the courtyard, creating an interesting spectacle for people using the existing café and terrace. The plain can also be used for other outdoor activities when not used for VR simulation.

Clouds and Castle
(example student project viewed through vr helmet)

Castle Interior
(example student project viewed through vr helmet)

Box 4 - Individual Immersive Virtual Environment

This space uses similar techniques to the group outdoor virtual reality space only here the technology is used to access information, conduct meetings with people in different places and to allow students to view ongoing virtual crits when the occupancy levels have been reached. Each pod houses an advanced three-dimensional stereographic virtual reality headset. The pods are grouped for optimum usage of space, allow for ease of cleaning and so wheelchair users and different sized individuals can access them.

The 3D interface pods

Each pod is attached to the mainframe computer and the thermal management system by an umbilical cord, this allows each pod to be separately air conditioned.

The pods can access both the Internet and a local high-speed database, linked to the existing library system.

The Internet has long been a huge resource for information. The individual immersive virtual environment shows similar ideas to the Internet only through a three dimensional interface rather than by a conventional two-dimensional visual display unit.

The knowledge pool

The database will continue to grow and be updated as new material is made, unlike a conventional library the resource information you need will never be out on loan to another user.

Virtual 3D Library seen through the interface pods

BOX 5 - Reality