critical analysis of the absence of interior - Bilkent University

More documents

Recommendations

Info

Figure 3.24 Distribution of students’ needs in software features and software quality attributes To sum up, in this part of the empirical data gathered from questionnaire with the students, the following points are highlighted; • AutoCAD is noted as the most commonly used software in interior architectural education. • The software packages used in conceptual, project development and presentation phases of the design education are discovered to differ according to the phase. • In conceptual phase students prefer Photoshop, due to its 2D graphical representation, text effects and fonts. • In project development phase, students utilize AutoCAD because of its detailed and technical drawings, and its ease of use. • In presentation phase, similarly, AutoCAD is the most preferred software used by students due to its general purpose structure and ease of use. 73
• Although students acknowledged that general purpose software packages currently they use are adequate, they also underline the necessity for a domain specific software in interior architecture. • The students’ needs for a newly developed domain specific software package are ‘transition from 2D to 3D’ and ‘photorealistic image rendering’. 3.2.2 Analysis of Professionals’ Preferences The analysis of the professionals’ preferences sums up the information related to professionals’ assumptions, interviews and sample groups, and the results of findings from interview analysis. 3.2.2.1 Assumptions Assumptions about the professionals cover the following issues; 1. General purpose CAAD software is not sufficient for interior architectural practice. 2. Interior architectural professionals use software that are developed specifically for their company or software that are developed by adding plug- ins to general purpose software. 3. Interior architectural professionals need domain specific CAAD software which supports detailed interior architectural requirements (color, lighting, material, furniture, etc.). 74
Page 1 and 2:
PROPOSAL FOR A SOFTWARE MODEL BASED
Page 3 and 4:
ABSTRACT PROPOSAL FOR A SOFTWARE MO
Page 5 and 6:
ACKNOWLEDGEMENTS Foremost, I would
Page 7 and 8:
2.4 CAAD Software used in Interior
Page 9 and 10:
LIST OF TABLES Table 3.1 Comparison
Page 11 and 12:
Table 4.5 ‘Other’ features of t
Page 13 and 14:
Figure 3.16 Distribution of satisfa
Page 15 and 16:
Figure 3.45 Percentage distribution
Page 17 and 18:
Through the history, interior space
Page 19 and 20:
individual packages. Yet, an agreem
Page 21 and 22:
are chosen for their different purp
Page 23 and 24:
graphics of the old computer system
Page 25 and 26:
group supports the use of CAAD soft
Page 27 and 28:
‘building information modeling’
Page 29 and 30:
in ‘parametric modeling’ is non
Page 31 and 32:
fields, such as; architecture, engi
Page 33 and 34:
2.4.1.1 AutoCAD AutoCAD is a full-f
Page 35 and 36:
plugged into the software. Nonethel
Page 37 and 38: Due to the limited information abou
Page 39 and 40: take 2D drawing printouts, one has
Page 41 and 42: There are available plug-ins, objec
Page 43 and 44: 3. CRITICAL ANALYSIS OF CAAD SOFTWA
Page 45 and 46: 3D objects include ‘planes’,
Page 47 and 48: out the plan view of the object int
Page 49 and 50: Further parts of this study also ex
Page 51 and 52: Table 3.2 Comparison of ‘transfor
Page 53 and 54: Next feature is related to ‘rende
Page 55 and 56: in this section are based on the sa
Page 57 and 58: Table 3.7 Comparison of ‘transfor
Page 59 and 60: Table 3.9 Comparison of ‘renderin
Page 61 and 62: Table 3.11 Comparison of features i
Page 63 and 64: 3.2.1.2 Questionnaire Based on the
Page 65 and 66: Although 25% of students does not u
Page 67 and 68: Figure 3.6 Percentage distribution
Page 69 and 70: A typical architectural project pro
Page 71 and 72: Furthermore, in the conceptual desi
Page 75 and 76: Table 3.15 Reasons of discontent fo
Page 77 and 78: Table 3.16 Reasons for utilizing a
Page 79 and 80: Initially, students are questioned
Page 81 and 82: After confirming the necessity for
Page 83 and 84: 68 Figure 3.22 Distribution of pref
Page 85 and 86: Table 3.18 Students’ needs in ter
Page 87: Among all of the features and attri
Page 91 and 92: of interviewees are specialized in
Page 95 and 96: the number of professionals using a
Page 97 and 98: Table 3.21 Reasons for discontent f
Page 99 and 100: Table 3.22 Reasons for utilizing a
Page 103 and 104: Table 3.25 emphasizes the insuffici
Page 105 and 106: Moreover, unlike students, professi
Page 109 and 110: 94 Figure 3.44 Distribution of pref
Page 111 and 112: The quality attributes derived from
Page 113 and 114: The findings of the interviews that
Page 115 and 116: 4. PROPOSED MODEL This chapter intr
Page 117 and 118: 4.1 Features of the Proposed Model
Page 119 and 120: Table 4.1 ‘Drawing’ features of
Page 121 and 122: Next, in ‘view’ feature analysi
Page 123 and 124: Table 4.5 ‘Other’ features of t
Page 125 and 126: Table 4.6 ‘Ease of use’ attribu
Page 127 and 128: Finally there exist, some quality a
Page 129 and 130: Besides, the model introduces a new
Page 131 and 132: model should integrate these requir
Page 133 and 134: commonly used interior architectura
Page 135 and 136: BIBLIOGRAPHY 3D Animation Glossary.
Page 137 and 138: Kurman, D. (1998). Sculptor - How t
Page 139 and 140:
APPENDICES 124
Page 141 and 142:
A.1 Questionnaire Full Name : .....
Page 143 and 144:
14) Would you be interested if you
Page 145 and 146:
7) In the project development phase
Page 147 and 148:
APPENDIX B 132
Page 149 and 150:
B.2 Some Examples of Interior Archi
Page 151 and 152:
5. A sample bathroom drawing produc
Page 153 and 154:
LIST OF TERMS Add Operation Unifies
Page 155 and 156:
Layering An operation that helps to
Page 157 and 158:
Transformation The process by which
show all

critical analysis of the absence of interior - Bilkent University

Create successful ePaper yourself

Delete template?

Save as template?