Amir Goli

The escalating summer heat in the Middle East and Northern Africa (MENA) region, particularly in Bahrain, poses a significant threat to human health, prompting the use of water mist systems for immediate heat stress relief and heat stroke treatment. Although these systems are known for their rapid cooling effects, the impact of varying water temperatures on their efficiency is not well understood. This research addressed this gap by investigating the effects of different water temperatures on cooling performance and user comfort in a semi-outdoor environment in Bahrain. Field experiments, comparing mist fan system (MFS) zones with non-misted areas, were conducted alongside user surveys to assess perceived thermal comfort. The findings revealed that lower water temperatures significantly enhanced cooling, with a 7.7 °C water temperature achieving a 4 °C temperature reduction and improving perceived comfort. The MFS effectively shifted participant perceptions from “Hot” or “Slightly Warm” to “Natural” or “Slightly Cool”, confirming its rapid heat mitigation capabilities. Notably, 54.5% of participants preferred the system using the coldest water, citing immediate relief. Despite the substantial cooling benefits, achieving standard thermal comfort during peak heat remained challenging. Future research should explore nozzle optimization, wind effects, water usage, solar-powered system efficiency, and the impact of clothing on thermal comfort.

This paper is based on a case study that examined two types of interaction methods in Virtual Reality (VR) through observation. Participants were assigned to complete a design task using VR, where they engaged in either direct or indirect interaction methods. The direct interaction mimicked real-world actions, while the indirect interaction involved using a mediating user interface. Using the ‘Immersive Framework for UX and Learning in Immersive Technology for Learner Engagement’ as the theoretical foundation, this study analyzed how these two interaction methods influenced user experience, engagement, and educational outcomes. Participants were divided into two groups, each experiencing one of the interaction methods while designing an office space in VR. While direct interaction mimics real-world activities, enhanced physical engagement, and potentially intrinsic motivation, indirect interactions provide greater precision through a user interface, require more cognitive effort and affect usability and motivation differently. Based on these observations, the authors suggest that a combination of both interaction methods can create a balanced and effective learning environment. This approach supports hands-on learning in the initial stages and precision tasks in more advanced stages. The study offers insights aimed at guiding educators in selecting appropriate VR interaction methods to optimize educational content development and improve learner engagement and outcomes.

This innovative practice paper describes a novel educational framework that combines 4E cognition (embodied, embedded, enactive, and extended) with Virtual Reality (VR) technology to improve tacit knowledge (TK) acquisition in Architectural Engineering Education (AEE). In AEE studio courses, students solve and experience real-world design problems, experiment with solutions, and engage in reflective practices and cognitive processes in collaborative settings. This facilitates the rich development of TK, which includes intuition, practical skills, and lived experiences. However, in theoretical and technical courses, which rely heavily on passive learning of abstract concepts, there is not the same opportunity for students to cultivate TK, resulting in a disconnect between theoretical knowledge and practical applications. This gap can be bridged by leveraging VR's immersive and interactive capabilities, which the 4E cognition principles can strengthen. The 4E cognition emphasizes active learning experiences that mirror the “doing and reflecting” cycle found in AEE studio courses. This synergy between VR and 4E creates an engaging and effective learning environment for students to develop both explicit and tacit knowledge. This approach provides an opportunity for students, digital natives, to improve their intuitive ability to apply, analyze, evaluate, and create architectural knowledge. While only a few studies have used VR environments for AEE, there is no educational framework for designing experiences and sequences that immerse students in their learning processes for TK development. As a result, this paper proposes a VR-based theoretical framework with eight stages for developing immersive and interactive experiences that promote embodied learning, social interaction, and a deeper understanding of theoretical principles. Furthermore, a case study from a structural building course demonstrates how the framework facilitates building TK by simulating scenarios that promote deep cognitive engagement and intuitive problem-solving. This approach aligns with digital natives' learning preferences and aims to provide future architects with both theoretical knowledge and practical, innovative design skills necessary for professional success.

The present article introduces and develops an educational tool as an interactive digital game for architectural design, allowing the architectural students to challenge their knowledge and experiences. The framework of this educational tool supports a serious open-ended game, which helps students get involved with the game through self-assessment and a multi-modal natural user interface, including gesture recognition and speech recognition in a familiar CAD environment without any right or wrong solutions. The students can immediately compare their game results with the architecture of iconic buildings and get familiar with the complexity of the design process through five different games in the initial version of this tool without the fear of being judged. According to the results of the questionnaire, this tool can simulate the design process, enhance its quality, and thus, assist the learners with developing their required skills with a wide variety of motivations and opportunities for engagement while helping them connect their experiences and activities to their learning and development in a meaningful way to fill the gap between their knowledge acquisition and knowledge application.

Topology optimization has recently been investigated as a technique for the conceptual design of efficient structures during the early stage of the design of buildings to tackle the design challenges. The use of this technique, which leads to optimum structures, mostly results in esthetic, lightweight, and best performance from the perspective of engineers or architects. However, the topology optimization results are not usually known for direct realization in practice, and the engineer and architect should be able to choose the best solution among numerous choices in close cooperation. This paper has focused on defining a parametric framework of continuous optimum design of lateral bracing systems for tall buildings considering wind and gravity loads. The bidirectional evolutionary structural optimization (BESO) method was employed, considering the main optimization parameter, loading scenarios, and constraints. In order to show the effectiveness of the suggested topology optimization framework for minimizing compliance (maximizing stiffness) and minimum consumption of materials in the design of lateral bracing systems, 2D and 3D systems have been discussed. According to the obtained results, this framework could employ topology optimization during the conceptual design to seek a new definition of the optimum layout of lateral bracing systems with high structural performance, elegant geometries, and other characteristics considered by architects and engineers.