An Extended Reality (XR) Design Workflow for 3D Design Processes

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Brief​

This started as a simple curiosity: Could virtual reality help architecture students "feel" the behavior of complex structures? What began as an experimental dive into immersive tools eventually grew into my Master of Science in Design Computing thesis. Along the way, I built a VR learning tool that uses case-based instruction to help students better visualize, identify, and understand how materials and forms behave under stress.

What Sparked It

Students often struggle to anticipate how tensile structures morph from an initial sketch to their final form. Add to that the invisible forces, material properties, internal tension, external stress, and you’ve got a learning experience that’s more abstract than embodied. I wanted to find a way to make that experience more intuitive, more immersive... and a little more fun.

Tinkering with Platforms

I explored several platforms, Mindesk, Rhino, Grasshopper, Unity, to figure out what could bridge 3D design with an intuitive VR interface. Mindesk made it easy to get VR output from Rhino, but it was too rigid. So I switched gears and built the prototype in Unity, where I could stream C# logic from Grasshopper, add interaction layers, and play with plugins to my heart’s content.

How I Studied It

I used a mixed-methods approach (yes, the nerdy part): running pre- and post-tests to see how VR impacted students’ ability to understand tensile structures. Quantitatively, I looked at improvements in component recognition and visualization. Qualitatively, I listened to how students described their thought process and how they experienced the tool. Some of their mental models shifted--big win.

What I Was Asking

This project aimed to determine how students learned in a virtual reality environment and whether their spatial ability influenced their learning and satisfaction. The research investigation focused on the following questions:

1. Can VR actually improve understanding of complex spatial arrangements?

2. Does it help students see and identify structural behaviors better?

3. How do students, and their instructors—feel about learning this way?

Why It Matters

This project opened up questions about how immersive technologies could help diverse learners, especially those with lower visuospatial confidence. It also challenged the limits of “traditional” studio learning. Could virtual environments support students in more embodied, inclusive ways? I still think about that.