ARCHITECTURAL EDUCATION IN THE ERA OF MOBILE AUGMENTED REALITY TECHNOLOGY

Humanity has witnessed a series of revolutions that transformed history. Today, the world lives in the era of technological revolution seen in scientific knowledge and the optimal utilization of the information influx. Technological development has swept across all societies into the everyday life, especially that of youths who are fascinated by anything new. Technology has become a fundamental aspect, it is difficult to disregard it due to the facilities and benefits that offers in all areas of life; especially education. As much as it has affected education, it did similarly to architectural education. Although technology has revolutionized education in many countries of the world, in local practice to the present, there are ways of architectural education and teaching used traditional methods that no longer fitting the digital age or modern learner/ teacher thinking in that era, it is an obstacle to the development of education. In addition, architectural education lacks the on-the-job training that helps students understand the environment and practice the profession effectively after graduation. In fact, many different technologies have been integrated in the global educational arena that provide opportunities to design an attractive learning environment. One of these technologies is the use of Augmented Reality (AR) on mobile devices on a large scale. It is one of the latest technologies that provide a new educational method due to the popularity of mobile devices. It is also a new educational model to generate greater self-learning capacity on the student‟s part. This study focuses on assessing the integration of mobile augmented reality (MAR) technology in architectural education by presenting some global applications. First, to explore their potential in architectural education. Second, study the impact of their application in some architectural courses on both ends of the educational process: the student and the university educators. Finally, to complete the vision, the difficulties of use are examined. Then study their applicability in the local reality. The study concludes with the most important research findings and proposed recommendations. :صخلملا دذٖش خيسيس خٝششجىا داس٘ثىا ٍِ ٜزىا طقّ خثبثَث ذّبم ،خٞخ٘ىْ٘نزىا حس٘ثىا شصع ٌىبعىا شٞعٝ ً٘ٞىا . ه٘حر ٜف بٖربٍ٘قٍ وثَزرٗ خَٞيعىا خفشعَىا ،خٍٞ٘ٞىا حبٞ حىا ٚىإ ةشّسرٗ ،دبعَزدَىا خفبم ٜخ ىْ٘٘نزىا س٘طّزىا اضغ ذقى . خقفذزَىا دبٍ٘يع يَى وثٍلأا هلاغزسلااٗ ، ِٝزىا ةبجشىا خئف ٚىإ خصّبخٗ ث ُْ٘زفٝ ٚزح . ذٝذخ ّٛ أ ذحجصأ ّٞخ٘ىْ٘نزىا ب ْٖع ٜيخزىا تعصىا ٍِ دبث ٗ،خٞسبسلأا تّا٘دىا ٍِ ب ٗ دِلاٖٞسر ٍِ ٍٔذّقر بَى ًاشظّ ،حبٞحىا دلابدٍ خفبم ٜف ذئا٘ف ًخصبخٗ . ٌٞيعّزىا شثأ بَ مٗ د ٖى ُبم ٌٞيعزىا ٚيع ب ٚيع وثبَ ٍشثأ . ٛسبَع ىَا ٌٞيعزىا ٞخ٘ىْ٘نزىا ُأ ٍِ ٌغشىبث ب حس ث٘ ذثذحأ ا شظبحىا بْزقٗ ٚزح خٞيحَىا خسسبََىا ٜف ّٔإ لاإ ،ٌىبعىا هٗد ٍِ ذٝذعىا ٜف ٌٞيعزى كبْٕ قشط ى ىاٗ ٌٞيعزي سٝسذز ٗ ٜظبَىا ٜف خقىبع ٛسبَعَىا ًذخزسر ر ذعر ٌى ٜزىا خٝذٞيقزىا خقٝشطىا يٌعزَىا شٞنفر ٗأ َٜقشىا شصعىا تسبْ ٜف ٌيعَىاٗ لىر شصع ر بَم ، ٌٞيعزىا س٘طر ًبٍأ ًبقئبع ذع ذعبسٝ ٛزىا ٜيَعىا تٝسذزىا ٚىإ ٛسبَع ىَا ٌٞيعزىا شقزفٝ ،لىزى خفبظلإبث . خَْٖىا خسسبٍَٗ خئٞجىا ٌٖف ٚيع تىبطىا ث ،عقا ى٘ا ٜف . جشخزىا ذعث خٞيعبف حٍد ٌر خٞ َٞيعزىا خحبسىا ٜف خفيزخ ىَا دبْٞقزىا ٍِ ذٝذعىا . خثازخ ٌيعر دبئٞث ٌٞ َصزى ًبصشف شف ر٘ٗ خَٞىبعىا ٙذحإ دبْٞقزىا ٓزٕ ٕ٘ قبطّ ٚيع خىَ٘ح ىَا حضٖخلأا ٚيع صضعَىا عقا٘ىا ًاذخزسا عساٗ . ًاشظّ ٌٞيعزيى حذٝذخ خيٞسٗ شف٘ر ٜزىا دبْٞقزىا سذحأ ٍِ حذحاٗ ٜٕٗ يى خٞجعش ى خَٞىبعىا خلأ . خىَ٘ح ىَا حضٖ جرَّ٘ ٜٕٗ . تىبطىا تّبخ ٍِ ٜرازىا ٌيعزيى شجمأ حسذق ذٞى٘زى ذٝذخ َٜٞيعر ٓزٕ ضمشر ىا خساسذ ٚيع ٌٞٞقر حٍد ( وقْزَىا صضعَىا عقا٘ىا بٞخ٘ىْ٘نر MAR ٛسبَعَىا ٌٞيعزىا هبدٍ ٜف ) هلاخ ٍِ طعجى ضشع خَٞىبعىا دبقٞجطزىا . فبشنزسلا لاٗأ ٛسبَعَىا ٌٞيعزىا ٜف بٖربّٞبنٍإ . ًبّٞبثٗ خساسد قٞجطر شٞثأر بٖ يٚع خٝسبَعَىا داسشقَىا طعث ٜف ٜعٍبدىا ٌيعَىاٗ تىبطىا :خَٞٞيعزىا خٞيَعىا ٜفشط . ٗ ٌزٝ خٝؤشىا هبَزملا ًاشٞخأ . ًاذخزسلاا دبث٘عص ٚيع فشعزىا خساسد ٌث خٞيثبق . ٜيحَىا عقا٘ىا ٜف بٖقٞجطر ٗ . خحشزقَىا دبٞص٘زىا ضشعٗ خٞثحجىا حئبزْىا ٌٕأث خساسذىا ٌززخر