发表机构
Worcester Polytechnic Institute; Western Connecticut State University（伍斯特理工学院; 西康涅狄格州立大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过开发并部署GenARch流程，探索了生成式AI与扩展现实在协作式建筑设计教育中的应用，发现两者互补支持构思与空间评估，但存在控制、保真度等挑战。
AI 中文摘要
建筑设计教育在很大程度上依赖于视觉构思和表现来支持工作室环境中的协作学习。生成式人工智能（GenAI）和扩展现实（XR）的最新进展为快速探索创意和沉浸式空间可视化提供了新的机遇。这项探索性的混合方法课堂研究调查了GenAI辅助的多用户XR如何影响协作式建筑概念设计。我们开发了GenARch，一个将基于GenAI的视觉生成与协作式XR环境集成的流程，并将其部署在一个本科建筑设计工作室中。27名学生组成了七个自选设计团队；其中四个团队将GenARch纳入其常规课程工作流程，以支持协作构思和可视化，而另外三个团队则继续使用相同的课程工作流程，但不使用GenARch。干预前后的调查评估了设计自我效能感、对协作学习的态度和团队合作；一个七人小组评估了团队设计展示；GenARch团队参加了小组访谈。定量结果显示，GenARch条件下的信心和结果预期有更大的相对下降，而感知冲突管理的双重差分估计为正，但小组评分的展示结果在两种条件之间没有显著差异。访谈表明，这些技术具有互补作用：GenAI支持想法外化和视觉参考生成，而XR支持空间、情境和基于尺度的评估。学生还报告了与控制、尺寸保真度、共享注意力和运动舒适度相关的挑战。这些发现凸显了将GenAI和XR纳入协作式设计教育时的机遇和局限性。
英文摘要
Architectural design education relies heavily on visual ideation and representation to support collaborative learning in studio environments. Recent advances in generative artificial intelligence (GenAI) and extended reality (XR) offer new opportunities for rapid idea exploration and immersive spatial visualization. This exploratory mixed-methods classroom study investigated how GenAI-assisted multi-user XR influenced collaborative architectural conceptual design. We developed GenARch, a pipeline that integrates GenAI-based visual generation with collaborative XR environments, and deployed it in an undergraduate architectural design studio. Twenty-seven students formed seven self-selected design teams; four teams incorporated GenARch into their usual course workflow to support collaborative ideation and visualization, while three teams continued the same course workflow without GenARch. Pre- and post-intervention surveys assessed design self-efficacy, attitudes toward collaborative learning, and teamwork; a seven-member panel evaluated team design presentations; and GenARch teams participated in group interviews. The quantitative results showed larger relative declines in confidence and outcome expectancy for the GenARch condition and a positive difference-in-differences estimate for perceived conflict management, while panel-rated presentation outcomes were not significantly different between conditions. Interviews indicated complementary roles for the technologies: GenAI supported idea externalization and visual reference generation, whereas XR supported spatial, contextual, and scale-based evaluation. Students also reported challenges related to control, dimensional fidelity, shared attention, and motion comfort. These findings highlight both opportunities and limitations when GenAI and XR are incorporated into collaborative design education.
