Developing three-dimensional spatial embodiment in architectural design education: underwater experiences

Abstract

Three-dimensional thinking, observation, and practice have long been an important part of architectural education. Reduced awareness of corporeality and the senses can impair a student’s capacity to create and develop an architectural environment holistically. Simulation programmes are an important tool to fill this gap, as they can broaden a student’s perceptual framework. This article aims to understand the potential of underwater contact experiences to serve this purpose, especially underwater (UW) rugby which is one of the few sports that is three-dimensional. The article also aims to understand how simulation programmes, virtual reality, or augmented environments of UW rugby can contribute to design and architecture education by increasing student awareness. The article is grounded in the impact of this sport on the author and the author’s perceptions based on personal experience as a former UW rugby player. It is argued that the simulation of UW rugby can contribute to design-related topics such as free form-finding, role-sharing and group collaboration, the development of awareness to sensorial design processes, risk- taking and action-oriented processes, designing with environmental uncertainty, and even design management, as these immersive environments provide a new agenda for future designers. Due to practical limitations, the article presents a theoretical argument as a first step toward developing a theoretical framework. Future studies with cognitive research methods and quantitative approaches in sports simulation design research will address these constraints.

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