Congnitive based extended reality architecture education system

Abstract

The present invention relates to a cognitive-based XR architectural education system comprising: a learner terminal that accesses an XR architectural design studio implemented based on XR, provides a learning process related to architectural design in the XR architectural design studio, and performs educational work related to architectural design through an XR application; an XR architectural education server that provides the XR architectural design studio implemented based on XR to the learner terminal for the learning process and educational work, and respectively provides an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using the XR application, an expansion stage for performing the educational work using the XR application, and a reflection stage for modifying and supplementing the educational work; and a casting terminal that casts and provides the learning process and educational work performed by the learner terminal through the XR architectural design studio; thereby enabling cognitive-based architectural design education to be performed so as to double creativity by utilizing XR in architecture, improve productivity by strengthening requirements analysis, and facilitate feasibility analysis.

Description

Technology Field

[0001] The present invention relates to a cognitive-based XR architectural education system capable of conducting cognitive-based architectural design education, which enables the multiplication of creativity by utilizing XR in architecture, the improvement of productivity by strengthening requirements analysis, and the facilitation of feasibility analysis. This is achieved by implementing an XR-based XR architectural design studio to provide learning processes and educational work related to architectural design, and by providing an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using XR applications, an expansion stage for performing educational work using XR applications, and a reflection stage for modifying and supplementing educational work. Background Technology

[0002] As is well known, the status of architects has historically changed constantly depending on the era and culture, and these changes have varied with technological advancements, changes in social values, and changes in the relationship between art and science and technology.

[0003] The status of architects has evolved from the privileged class of antiquity to craftsmen in the Middle Ages, and then to artists and technicians in the Renaissance, creating architectural styles that integrate art and science. With the rapid technological advancement of the Industrial Revolution and the introduction of new materials and technologies that enabled innovative architectural design, the role of the architect has expanded to that of an engineer, artist, and master planner.

[0004] Furthermore, technological advancements have reduced architects to anonymous creators and diversified them into computer algorithm designers, AI researchers, or artists. As such, the status of architects has changed in accordance with the needs of the times and technological advancements, and today, they are constantly evolving by merging with various fields.

[0005] Furthermore, the ideal future talent for the era of digital innovation is someone who knows how to utilize various technologies based on knowledge of their major field, or domain, and possesses an open perspective toward new technologies. Architectural talent of this new era has become not a traditional architect, but a coordinator and a multidisciplinary strategist. In response to these changes, various architectural education methods have been implemented, and the landscape of architectural education, which used to vary according to region and culture, is gradually becoming standardized and is increasingly incorporating multidisciplinary content.

[0006] In line with this trend, various architectural experiments and education, such as digital fabrication, material properties, design automation, and AI, are being conducted at leading universities abroad. Exploration of the material properties of new architectural materials is taking place at MIT's Media Lab and the Institute for Computational Design and Construction (ICD) in Stuttgart, Germany, while AI-related research is actively being conducted at Harvard, Yale, and the University of Texas.

[0007] However, research and education related to technology are at odds with architectural design education, which is the foundation of architectural education, and are revealing limitations in that they are not fully utilizing the potential of technology within the architectural design process. Although technological advancements have enabled various construction methods, it is difficult to say that they have brought about fundamental changes in the stage of architectural space planning. Furthermore, just as Paulo Blikstein criticized the practice of design education that merely involves repeatedly making keychains with 3D printers, the combination of design and technology is revealing the limitations of being one-off.

[0008] As such, the perspective of approaching technology as a craft is shortsighted and leads to overlooking the potential of technology.

[0009] Meanwhile, even in this era of technological innovation, the technology used when planning architectural spaces is divided into computerization, which utilizes CAD or other 3D software to convert information in an analog state, and computation, which explores new forms through algorithms; in academia and practice, 2D and 3D reproduction still account for the largest portion of technology utilization.

[0010] And, in the era of the Fourth Industrial Revolution, learners majoring in architecture create hyperrealistic 3D images and complete drawings using high-performance computers, but the space that learners explore remains an object of contemplation existing beyond the monitor, much like Albrecht Dürer's paintings beyond the frame in the 16th century.

[0011] Furthermore, the object of architectural education is not a visual object but a multi-sensory experience; the object of the learner's exploration is space, which can be experienced within the relationship between the environment and the body. The true nature of architecture is understood only when one stands within it, and to represent space, we must first be physically present within it. This is why we must pay attention to XR (Extended Reality) technology, which enables us to broaden architectural thinking, solve design problems, and advance within an expanded space, rather than a limited space projected beyond a monitor.

[0012] As mentioned above, XR refers to extended reality, which includes virtual reality, augmented reality, and mixed reality. It is a technology that combines real and virtual environments and supports a new concept of contextual and multidimensional human-machine interaction. This XR technology enables the experience of space beyond physical limitations and serves as a tool to expand the realm of perception, allowing users to act and perceive within a virtual space.

[0013] These actions and perceptions are powerful educational tools that interact with memory, and the experience of augmented reality enhances the relationship between the physical environment and educational goals. Physical manipulation serves as scaffolding to help understand abstract concepts and aids in the understanding of three-dimensional concepts. Furthermore, XR plays a role in enabling the creation and learning of practical knowledge beyond the limitations of traditional education. By providing realistic experiences, it not only creates an environment where learners can become more immersed in learning, but also acts as a cognitive tool through virtual reality to facilitate the understanding of abstract concepts.

[0014] Accordingly, there is a need to develop an XR architectural education system capable of conducting cognitive-based architectural design education by utilizing XR in architecture to amplify creativity, enhance productivity by strengthening requirements analysis, and facilitate feasibility analysis. Prior art literature

[0015] 1. Korean Patent Publication No. 10-2023-0142702 (Published Dec. 26, 2023) The problem to be solved

[0016] The present invention aims to provide a cognitive-based XR architectural education system capable of conducting cognitive-based architectural design education, which enables the multiplication of creativity by utilizing XR in architecture, the improvement of productivity by strengthening requirements analysis, and the facilitation of feasibility analysis. This is achieved by implementing an XR-based XR architectural design studio for learning processes and educational work related to architectural design, and by providing an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using XR applications, an expansion stage for performing educational work using XR applications, and a reflection stage for modifying and supplementing educational work.

[0017] Furthermore, the present invention aims to provide a cognitive-based XR architectural education system that enables learners to derive innovative architectural design ideas using XR tools at each stage and explore various architectural design proposals by implementing and providing a learning process that achieves embodied cognitive goals through the application of embodiment and disembodiment between the components of the immersion stage implementation unit, the embodiment stage implementation unit, the expansion stage implementation unit, and the reflection stage implementation unit.

[0018] The purposes of the embodiments of the present invention are not limited to those mentioned above, and other unmentioned purposes will be clearly understood by those skilled in the art from the description below. means of solving the problem

[0019] According to an embodiment of the present invention, a cognitive-based XR architecture education system may be provided, comprising: a learner terminal that accesses an XR architecture design studio implemented based on XR, provides a learning process related to architecture design in the XR architecture design studio, and performs educational work related to architecture design through an XR application; an XR architecture education server that provides the XR architecture design studio implemented based on XR to the learner terminal for the learning process and educational work, and respectively provides an immersion stage for adapting to the XR architecture design studio, an embodiment stage for using the XR application, an expansion stage for performing the educational work using the XR application, and a reflection stage for modifying and supplementing the educational work; and a casting terminal that casts and provides the learning process and educational work performed by the learner terminal through the XR architecture design studio.

[0020] In addition, according to an embodiment of the present invention, a cognitive-based XR architecture education system may be provided, further comprising an instructor terminal that connects to the XR architecture design studio and guides the performance of the learning process, including the immersion stage, the embodiment stage, the expansion stage, and the reflection stage, through the instructor's review and feedback.

[0021] In addition, according to an embodiment of the present invention, a cognitive-based XR architecture education system may be provided, further comprising a participant terminal that accesses the XR architecture design studio and shares and collaborates on the educational work through the participant's review and feedback.

[0022] In addition, according to an embodiment of the present invention, the XR architecture education server may be provided with a cognitive-based XR architecture education system comprising: a communication module unit responsible for data communication with the learner terminal, casting terminal, instructor terminal, and participant terminal by connecting to a communication network; an immersion stage implementation unit that implements and provides the learning process to explore the XR environment in the XR architecture design studio; an embodiment stage implementation unit that implements and provides the learning process to embody the XR environment and XR tools through the XR application; an expansion stage implementation unit that implements and provides the learning process to perform the educational work using the XR tools in the XR environment through the XR application; and a reflection stage implementation unit that implements and provides the learning process to modify and supplement the educational work in the XR environment through the XR application.

[0023] In addition, according to an embodiment of the present invention, the immersion stage implementation unit may provide a cognitive-based XR architecture education system that guides the initial setup of the learner terminal in the XR environment, guides the setting of an activity radius, and implements and provides the learning process to embody spatial characteristics according to the operation of the learner terminal.

[0024] In addition, according to an embodiment of the present invention, the embodiment stage implementation unit may provide a cognitive-based XR architectural education system that implements and provides the learning process to execute the XR application, implements and provides the learning of the XR tool, implements and provides the learning process to construct an architectural project corresponding to the educational task, implements and provides the learning process to load another architectural model, and implements and provides the learning process to develop the architectural project through the XR tool.

[0025] In addition, according to an embodiment of the present invention, the extension step implementation unit may provide a cognitive-based XR architectural education system that implements and provides the learning process to experience the architectural project at a human scale through the XR application, implements and provides the learning process to experience the architectural project in a real space, implements and provides the learning process to experience according to environmental changes, and implements and provides the learning process to modify the architectural project according to design components in the XR environment.

[0026] In addition, according to an embodiment of the present invention, a cognitive-based XR architectural education system may be provided, wherein the reflection stage implementation unit implements and provides the learning process to cast the operating status of the XR application through the casting terminal, implements and provides the learning process to present the architectural plan constructed through the educational work in the XR environment, implements and provides the learning process to perform idea sharing and collaboration in the XR environment, and implements and provides the learning process to modify and supplement the architectural plan.

[0027] In addition, according to an embodiment of the present invention, a cognitive-based XR architecture education system may be provided, which further comprises a case-based thinking process implementation unit that implements and provides the learning process to achieve embodied cognitive goals by applying embodiment and deembodiment between each component of the immersion stage implementation unit, the embodiment stage implementation unit, the expansion stage implementation unit, and the reflection stage implementation unit.

[0028] In addition, according to an embodiment of the present invention, the case-based thinking process implementation unit may provide a cognitive-based XR architecture education system that implements and provides a learning process to select cases that can be relatable in the XR environment, implements and provides a learning process to conceive architectural ideas based on the cases, implements and provides a learning process to develop architectural design proposals for implementing the architectural ideas and express and modify them through the XR application, and implements and provides a learning process to test the architectural design proposals through tutorials and reviews and then retain them. Effects of the invention

[0029] The present invention provides an XR architectural design studio implemented based on XR for learning processes and educational work related to architectural design. By providing an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using XR applications, an expansion stage for performing educational work using XR applications, and a reflection stage for modifying and supplementing educational work, respectively, it is possible to conduct cognitive-based architectural design education that can multiply creativity by utilizing XR in architecture, improve productivity by strengthening requirements analysis, and facilitate feasibility analysis.

[0030] In addition, the present invention is implemented and provided to achieve embodied cognitive goals by applying embodiment and deembodiment between the components of the immersion stage implementation unit, the embodiment stage implementation unit, the expansion stage implementation unit, and the reflection stage implementation unit, thereby enabling learners to not only derive innovative architectural design ideas using XR tools at each stage but also explore various architectural design proposals. Brief explanation of the drawing

[0031] FIG. 1 is a block diagram of a cognitive-based XR architectural education system according to an embodiment of the present invention, and FIGS. 2 to 14 are drawings for explaining the detailed configuration of a cognitive-based XR architectural education system according to an embodiment of the present invention. Specific details for implementing the invention

[0032] The advantages and features of the embodiments of the present invention, and the methods for achieving them, will become clear by referring to the embodiments described below in detail together with the accompanying drawings. However, the present invention is not limited to the embodiments disclosed below but may be implemented in various different forms. These embodiments are provided merely to ensure that the disclosure of the present invention is complete and to fully inform those skilled in the art of the scope of the invention, and the present invention is defined only by the scope of the claims. Throughout the specification, the same reference numerals refer to the same components.

[0033] In describing the embodiments of the present invention, specific descriptions of known functions or configurations will be omitted if it is determined that such detailed descriptions could unnecessarily obscure the essence of the invention. Furthermore, the terms described below are defined in consideration of their functions in the embodiments of the present invention, and these definitions may vary depending on the intentions or practices of the user or operator. Therefore, such definitions should be based on the content throughout this specification.

[0034] First, regarding the Extended Reality (XR) applied to the cognitive-based XR architectural education system according to the embodiment of the present invention, Extended Reality (XR) is a term generally used to describe real or virtual environments, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). In XR, the 'X' does not simply refer to the x in 'extended' signifying expansion, but rather represents x as a variable for various future technologies. For this reason, it is desirable to understand XR as a term that encompasses various derivative technologies and related technologies, such as Augmented Virtuality (AV), Diminished Reality (DR), and Substitutional Reality (SR), in addition to Virtual Reality, Augmented Reality, and Mixed Reality.

[0035] Here, virtual reality (VR) is a computer-generated virtual environment that allows users to interact with the virtual environment, move around within it, and become fully immersed. It is characterized by various forms of interaction ranging from passive to active interaction with digitized real or virtual objects within a virtual created reality that replicates the appearance of reality, and a very high degree of immersion in an environment isolated from reality. Representative examples include virtual cities and virtual reality games.

[0036] Furthermore, Augmented Reality (AR) is a technology that projects digital objects onto a real-world environment. While the objects of interaction are limited to those brought into reality, active interaction occurs with these limited objects. However, because virtual objects are only partially brought into reality, the level of immersion is low. Examples include Fologram and Pokémon Go. Moreover, safety issues are a subject of controversy because the virtual objects entering reality distract from the real-world environment.

[0037] Furthermore, Mixed Reality (MR) is a hybrid of Virtual Reality and Augmented Reality where environments and objects are either reflections of reality or virtual, and the degree of interaction varies depending on the application. Representative examples include Trimble Connect and Arkio. To embed virtual objects into reality, efficient and accurate scanning technology of the real environment is required, and it is based on the alignment between the real and virtual environments.

[0038] Meanwhile, augmented virtual (AV) involves placing real-world objects within a virtual reality environment. Users can interact with real-world objects while in the virtual environment, and the experience provided within the virtual environment is characterized by a high degree of immersion.

[0039] In addition, reduced reality (DR) eliminates real-world objects in a real-world environment, allowing users to interact with real-world objects while in a real-world environment and experience the reduction or disappearance of the object's effects. The level of immersion is low as it is experienced in a real-world environment, and representative examples include Masahiko Inami's optical camouflage and reduced reality utilizing Simultaneous Location and Mapping (SLAM).

[0040] Furthermore, augmented reality (SR) is a technology that removes real-world objects from a real-world environment and replaces them with other objects. Users can experience real-world objects disappearing and being replaced by virtual objects while remaining in the real world; similar to diminished reality, it is characterized by a low level of immersion because it is experienced within the real-world environment.

[0041] Hereinafter, embodiments of the present invention will be described in detail with reference to the attached drawings.

[0042] FIG. 1 is a block diagram of a cognitive-based XR architectural education system according to an embodiment of the present invention, and FIG. 2 to 14 are drawings for explaining the detailed configuration of a cognitive-based XR architectural education system according to an embodiment of the present invention.

[0043] Referring to FIGS. 1 to 14, a cognitive-based XR architectural education system according to an embodiment of the present invention may include a learner terminal (100), an XR architectural education server (200), a casting terminal (300), an instructor terminal (400), a participant terminal (500), a communication network (600), etc., as shown in FIG. 1.

[0044] The learner terminal (100) is a terminal that connects to an XR architectural design studio implemented based on XR, provides a learning process related to architectural design in the XR architectural design studio, and performs educational work related to architectural design through an XR application, and may be configured to include, for example, a computer, monitor, keyboard, video camera, microphone, speaker, headphones, HMD (Head Mounted Device), controller, large screen, sensor, control glove, haptic glove, etc., and may use, for example, Microsoft’s HoloLens 2, Oculus Quest 2, Oculus Pro, etc.

[0045] This learner terminal (100) can perform educational work related to architectural design by receiving a learning process related to architectural design according to an immersion stage for adapting to the XR architectural design studio provided by the XR architectural education server (200), an embodiment stage for using the XR application, an expansion stage for performing educational work using the XR application, and a reflection stage for modifying and supplementing the educational work while connected to the XR architectural design studio implemented on an XR basis.

[0046] This specific explanation will be described later along with the description of each component of the XR architectural education server (200).

[0047] The XR architecture education server (200) provides an XR architecture design studio implemented based on XR to a learner terminal (100) for learning processes and educational work, and is a server that provides an immersion stage for adapting to the XR architecture design studio, an embodiment stage for using an XR application, an expansion stage for performing educational work using an XR application, and a reflection stage for modifying and supplementing educational work, respectively, and may include a communication module (210), an immersion stage implementation unit (220), an embodiment stage implementation unit (230), an expansion stage implementation unit (240), a reflection stage implementation unit (250), a case-based thinking process implementation unit (260), etc. as shown in FIG. 1.

[0048] Here, XR applications may include architectural applications and XR-dedicated applications. For example, architectural applications may include AutoCAD, Rhinoceros 3D, Revit, and Trimble's SketchUP, and XR-dedicated applications may include Arkio, Gravity Sketch, Fologram, etc.

[0049] As illustrated in FIG. 2, this XR architectural education server (200) can be configured to present step-by-step directions for problem solving by juxtaposing the traditional architectural project development stages of Analysis, Brief, Concept Design, Design Development, and Evaluation based on the Analysis, Synthesis, and Evaluation of the Design method schema, which is the basis for solving design problems. It can also be configured to present a cognitive model in which a cognitive model of popular psychology is placed at the cognitive level to perceive a problem, think, seek a solution, and take action. Furthermore, it can be configured to present a framework for embodiment to utilize XR in the architectural design process by dividing the process of embodiment in the XR environment into immersion, embodiment, expansion, and reflection.

[0050] Each stage of the instructional model can be implemented through the XR architecture education server (200) as described in detail below, but in the learning process in the XR environment, it can be guided to provide a flexible perspective and an integrated thinking framework for viewing problems that are not clearly distinguished but overlapped, and the competencies required of the learner at each stage may include intrinsic motivation, domain relevant knowledge, creative skills, and communication skills.

[0051] Specifically, the communication module (210) is a component that connects to the communication network (600) and is responsible for data communication with the learner terminal (100), casting terminal (300), instructor terminal (400), and participant terminal (500). It can provide an XR environment, such as an XR architectural design studio, to each of the learner terminal (100), instructor terminal (400), and participant terminal (500) connected through the communication network (600), and can provide the data to each component so that it can receive data generated from each of them and implement each step.

[0052] Of course, the communication module (210) can mutually transmit and receive various data in an XR environment such as an XR architectural design studio, thereby supporting mutual data communication regarding learning processes and educational work related to architectural design in an XR environment.

[0053] The immersion stage implementation unit (220) is a component that implements and provides a learning process to explore the XR environment in the XR architectural design studio. As illustrated in FIGS. 3 to 5, it can guide the initial setup of the learner terminal (100) in the XR environment, guide the setting of the activity radius, and implement and provide a learning process to embody the spatial characteristics according to the operation of the learner terminal (100). Here, FIG. 3 illustrates the detailed process of the XR situational learning schema, FIG. 4 illustrates the room-scale setting process, and FIG. 5 illustrates the virtual home environment setting process.

[0054] The immersing step intended to be provided by this immersing step implementation unit (220) refers to the feeling of presence and the feeling of being there, and may include a psychological sense of immersion in existing in a virtual space. This can be implemented to allow learners to perform a process of recognizing their existence (body) in the virtual space, starting to explore their surroundings, and gradually becoming immersed, as this is the moment when learners first encounter augmented reality. Since the effectiveness of education varies depending on the degree of immersion, the learning process can be implemented and provided so that learners can explore the XR environment from various scales and perspectives to achieve sufficient immersion.

[0055] For example, the immersion stage implementation unit (220) can implement the immersion stage through the following process.

[0056] 1.1) Checking Health Status: Learner Self-Assessment

[0057] 1.2) Check Safety: Remove Obstacles

[0058] 1.3) Wearing and Adjusting the HDM

[0059] 1.4) Setting Safe Zone Boundaries: Room-scale Boundaries or Fixed Boundaries

[0060] 1.5) Detecting the XR Environment: Focus on Sensory Input (Visual, Auditory, Tactile)

[0061] 1.6) Perceiving the XR Environment: Interpretation and Understanding of Detected Sensory Input

[0062] Here, the learner terminal (100), such as the Oculus Quest, includes a passthrough function that allows the user to see reality through the front, but since the XR application (e.g., Arkio, etc.) that implements the XR architectural design studio operates in a VR environment, it is necessary to create a safe usage environment first. In step 1.1 of the immersion stage, which is the first stage, the user must check their own health to confirm whether they are in a healthy condition that allows for the use of the device without difficulty, and in step 1.2, the user must check the environment to ensure there are no obstacles to bump into when using the learner terminal (100). These steps 1.1 and 1.2 must be checked and prepared in advance offline by the learner using the learner terminal (100).

[0063] In addition, in step 1.3, the learner wears the learner terminal (100) in earnest, and the learner implements and provides a learning process to adjust the initial settings in the XR environment through the learner terminal (110) according to the learning process guide provided in the XR architectural design studio implemented in the immersion stage implementation unit (220). This allows for the learning process to be implemented and provided in the XR environment to adjust the distance setting between the lenses to match the distance between one's eyes, or to make detailed adjustments by turning the adjustment dial on the back of the learner terminal (100) to ensure a comfortable fit around the head. This process can be described as the first tuning process and the beginning of embodiment.

[0064] Next, a learning process can be implemented and provided in which a learner sets their activity radius (Guardian) through the learner terminal (110) according to the learning process guide provided in the XR architectural design studio implemented in the immersion stage implementation unit (220) while wearing the learner terminal (100) in step 1.4. The activity radius must be selected from the stationary method and the roomscale method. The stationary method is used when sitting in place and using a headset, creating a basic boundary area of ​​1m × 1m (3 feet × 3 feet) centered on oneself, whereas the roomscale method is used when utilizing the learner terminal (100) within a play space, using a controller to specify the floor height of the space and draw a boundary in the physical space to register an obstacle-free space as a safe usage area. At this time, a safe and obstacle-free space of at least 2 × 2m (6.5 × 6.5 feet) in size can be recommended for each learner.

[0065] In addition, in the 1.5 stage, a learning process related to architectural design can be implemented and provided so that the learner immerses themselves in the XR environment of the activity radius set as a safe zone through the learner terminal (110) according to the learning process guidance provided in the XR architectural design studio implemented in the immersion stage implementation unit (220). As a process in which the learner changes the basic XR environment and internalizes the characteristics of the immersive space, the learner can implement and provide a learning process so that the learner uses the learner terminal (100) to learn not only the visual characteristics of the XR environment but also auditory stimuli, such as listening to the auditory stimuli and looking in the direction from which the sound is coming, thereby familiarizing themselves with visual and auditory stimuli. Furthermore, by implementing and providing a learning process so that the learner learns the weight of the controller held in both hands and checks and demonstrates the positions of various buttons and joysticks on the controller, the learner can be taught to focus on and become familiar with the tactile stimuli provided through the controller. At this time, the learning process can be implemented and provided by instructing the learner to operate the controller as an extension of natural gestures so that they do not consciously perceive that they are operating the controller.

[0066] Finally, in step 1.6, a learning process can be implemented and provided so that the learner recognizes the sensations perceived in the XR environment through the learner terminal (110) and interprets and understands the meaning, according to the learning process guidance provided in the XR architectural design studio implemented in the immersion stage implementation unit (220).

[0067] The embodiment stage implementation unit (230) is a component that implements and provides a learning process to embody the XR environment and XR tools through an XR application. As illustrated in FIGS. 3, 6 to 10, it can implement and provide a learning process to execute an XR application, implement and provide learning of XR tools, implement and provide a learning process to build an architectural project corresponding to the educational work, implement and provide a learning process to load other architectural models, and implement and provide a learning process to develop the architectural project through XR tools. Here, FIG. 6 illustrates mashing using hand gestures, FIG. 7 illustrates a change in scale, FIG. 8 illustrates teleportation, FIG. 9 illustrates attempting teleportation by viewing the architectural design target site, and FIG. 10 illustrates viewing the surroundings of the site at actual scale.

[0068] The embodying step provided by this embodying step implementation unit (230) is a process of fully embodying the XR environment and XR tools after immersing oneself in the XR environment. It can be implemented so that the learner can acquire a sense of control over the educational environment while creating and transforming objects in a three-dimensional space. Unlike existing educational environments and media which are unilaterally given to the learner, in the XR environment, the learner can freely change them. Through this process, the learner can learn a leading role in educational activities and actively participate in the learning process and educational work related to architectural design.

[0069] For example, the embodiment stage implementation unit (230) can implement the embodiment stage through the following process.

[0070] 2.1) Launching the XR App

[0071] 2.2) Getting Familiar with the XR App User Experience (UX)

[0072] 2.3) Learning Basic Gestures: Click, Tap, Drag, Hold, Pinch

[0073] 2.4) Building or Loading a Project

[0074] 2.5) Exploring Designs: Teleportation and Summoning

[0075] 2.6) Design Manipulation and Development: Moving, Rotating, and Scaling

[0076] Here, the embodiment stage implementation unit (230) for implementing the second stage, the embodiment stage, can implement and provide a learning process related to architectural design to open an XR application to be used in the architectural design design process through a learner terminal (100) within the XR architectural design studio and to familiarize oneself with the user environment in the case of stages 2.1 and 2.2.

[0077] In addition, in step 2.3, a learning process related to architectural design can be implemented and provided to learn basic functions in conjunction with basic gestures through an XR application provided in the XR architectural design studio implemented in the embodied stage implementation unit (230). At this time, the learning process can be implemented and provided so that the learner can move objects directly with their hands without a controller and edit objects using simple gestures by actively utilizing the hand tracking function equipped in the learner terminal (100), including Oculus.

[0078] In addition, in step 2.4, basic meshing design can be performed through the learner terminal (100) within the XR application provided in the XR architectural design studio implemented in the embodied stage implementation unit (230), and the learning process and educational work can be implemented and provided so that the learner can bring in a model created by utilizing other applications.

[0079] Next, in step 2.5, a learning process can be implemented and provided to allow the learner to experience a design model (i.e., a design draft) created or imported through a learner terminal (100) within an XR application provided by an XR architectural design studio implemented in the embodied stage implementation unit (230) at various scales. The learning process can be implemented and provided to allow the learner to repeatedly perform the process of entering the model at a real scale using the teleport function of the XR application, experiencing the model at a real scale, and exiting to the original location. At this time, because the learner may experience psychological pressure due to the sudden change in scale, the learner's health condition can be checked frequently offline.

[0080] Here, a learning process can be implemented and provided to learn the Summon function, which involves bringing a distant object toward oneself using a controller or hand gesture, along with the teleport function installed on the learner terminal (100) within the XR application provided in the XR architectural design studio implemented in the embodied stage implementation unit (230). Since the Summon function is a unique experience of the XR environment that cannot be experienced in a real environment or through general 3D software, and can remind the learner of a new tool-like aspect not provided by existing design tools, the learning process and educational work can be implemented and provided to encourage active use.

[0081] Finally, in step 2.6, the learning process and educational work can be implemented and provided by guiding the development of meshing designs within the XR application provided by the XR architectural design studio implemented in the embodied stage implementation unit (230) using basic 3D modeling commands such as Move, Rotate, and Scale.

[0082] The extension stage implementation unit (240) is a component that implements and provides a learning process to perform educational work using XR tools in an XR environment through an XR application, as illustrated in FIG. 3, and can implement and provide a learning process to experience an architectural project at a human scale through an XR application, implement and provide a learning process to experience an architectural project in a real space, implement and provide a learning process to experience according to environmental changes, and implement and provide a learning process to change an architectural project according to design components in an XR environment.

[0083] The extending step intended to be provided by this extension step implementation unit (240) is to experience and evaluate the plan from various perspectives beyond the constraints of reality. Since the XR tool can expand the ability to act and perceive, and the XR tool can amplify our senses as a perception tool and elicit actions that meet our purpose as an effect tool, it can be implemented so that one can experience a new layer of the world that could not be perceived in the existing digital environment (Umgebung) by utilizing the perception XR tool provided in the immersive digital periphery world (Umwelt) of the XR environment, and can manipulate the object of inquiry according to the purpose by utilizing the effect tool. The user can interact with the manipulated environment and change their perception and experience of reality, and through this, can implement and provide a learning process that allows one to reflect various aspects of the physical world or create a completely new imaginary world.

[0084] For example, the extension stage implementation unit (240) can implement the extension stage through the following process.

[0085] 3.1) Walking: Design Experience at Human Scale

[0086] 3.2) Teleporting: Design Experiences at Various Scales

[0087] 3.3) Performing Sustainable Factor Simulation: Season, Time, Weather

[0088] 3.4) Forming and Being Formed: Cognitor-Environment

[0089] 3.5) Breaking Away from Typical Thinking

[0090] 3.6) Variation Test: Shape, Color, Texture, Material

[0091] Here, the expansion stage implementation unit (240) that implements the third stage, the expansion stage, can implement and provide learning processes and educational work related to architectural design so that a new design can be derived by breaking the mold of thinking and expanding the limits of perception by learning and embodying related functions so that the design can be developed and expanded by experiencing the architectural design model developed in the meshing design in an XR environment.

[0092] Accordingly, in step 3.1, a learning process can be implemented and provided to experience the building at human scale by opening an architectural design plan with basic design (e.g., concept suitable for the design theme, meshing design, height suitable for the scale, number of floors, total area, entrance suitable for the flow of internal and external spaces, parking circulation plan, etc.) within an XR application provided by an XR architectural design studio implemented in the expansion stage implementation unit (240).

[0093] In addition, in step 3.2, a learning process can be implemented and provided to allow the user to experience the site's surroundings and the entrance of the building through a teleporting function within an XR application provided by an XR architectural design studio implemented in the expansion stage implementation unit (240), and then to enter the building and move between the lower and upper floors as if in a real space. At this time, the user can periodically perform reverse teleportation to view the whole or experience it at a real scale, thereby enabling the user to experience the architectural design plan at a hyper-scale unit that transcends different scales.

[0094] Next, in step 3.3, the environment function of the XR application provided in the XR architectural design studio implemented in the extension stage implementation unit (240) can be adjusted to change the season and time of day, and a learning process can be implemented and provided to experience how the lighting of the designed building changes according to the change in the sun's altitude. Additionally, the learning process can be implemented and provided to change the architectural design on the spot according to the simulation results or to sketch directly on the model so that it can be reflected in the design after the class ends.

[0095] Meanwhile, in step 3.4, a learning process can be implemented and provided to recognize the relationship between the perceiver and the environment within the XR application provided in the XR architectural design studio implemented in the expansion stage implementation unit (240). This learning process can be implemented and provided to remind oneself of what one experiences within the digital environment and to think about oneself as an entity influenced by the environment and as a subject who changes the environment.

[0096] In addition, in step 3.5, the learning process can be implemented and provided to refresh the overall learning process within the XR application provided by the XR architectural design studio implemented in the expansion stage implementation unit (240), and to re-examine the architectural design done so far from an objective perspective and break the typical framework of thinking. Finally, in step 3.6, the learning process can be implemented and provided to attempt various architectural design proposals by changing the design components, including form, color, material, etc., within the XR application provided by the XR architectural design studio implemented in the expansion stage implementation unit (240), and the learning process can be implemented and provided to allow the activity to be continuously attempted using the learner terminal (100) after the class ends.

[0097] The reflection stage implementation unit (250) is a component that implements and provides a learning process to modify and supplement educational work in an XR environment through an XR application. As illustrated in FIG. 3 and FIG. 11, it implements and provides a learning process to cast the operating status of the XR application through a casting terminal (300), implements and provides a learning process to present an architectural plan built through educational work in an XR environment, implements and provides a learning process for idea sharing and collaboration in an XR environment, and implements and provides a learning process to modify and supplement an architectural plan. Here, FIG. 11 illustrates the casting process during a review.

[0098] In the reflection step provided by the reflection step implementation unit (250), the learner can present their design proposal and obtain feedback to modify and supplement the plan. In this process, the learning process can be implemented and provided so that reflection in action—which is active reflection that occurs dynamically during the design process as a process of continuous design improvement—can take place, rather than passive reflection based on the evaluation of the design results by peer learners and instructors.

[0099] For example, the reflection stage implementation unit (250) can implement the reflection stage through the following process.

[0100] 4.1) Casting, Mirroring the Plan via XR

[0101] 4.2) Presenting the plan using XR

[0102] 4.3) Sharing Ideas with XR

[0103] 4.4) Collaborating with XR

[0104] 4.5) Expressing

[0105] 4.6) Reflecting

[0106] Here, the fourth stage, the reflection stage, is a process in which a learner presents and is evaluated by utilizing the XR environment through a learner terminal (100) within an XR application provided in an XR architectural design studio implemented in the reflection stage implementation unit (240). This allows the learning process to be implemented and provided so that the learner can evaluate and develop their own design through communication and reflection and finally complete it. In order to overcome the limitations of communication in stage 4.1 and secure a sense of co-presence to enhance the effectiveness of education, the learning process can be implemented and provided by actively utilizing a casting function that transmits and displays the operation of the XR application (i.e., the learning process and educational work) to a casting terminal (300).

[0107] In addition, in step 4.2, a learning process can be implemented and provided to present one's architectural plan through a learner terminal (100) within an XR application provided in an XR architectural design studio implemented in the reflection stage implementation unit (240), and in step 4.3, a learning process can be implemented and provided to exchange opinions through a learner terminal (100) within an XR application provided in an XR architectural design studio implemented in the reflection stage implementation unit (240).

[0108] At this time, a learning process can be implemented and provided so that a virtual meeting space is created with the presenter's model within the XR application provided in the XR architectural design studio implemented in the reflection stage implementation unit (240), and other learners connected via the participant terminal (500) are invited to freely move around in the XR environment to evaluate architectural plans and exchange opinions. Instructions can be given to turn off the sound inside the meeting room, taking into account that actual sounds and sounds transmitted through the meeting room may collide because they are in the same space. Since the project is conducted on the same site, collaborative work is possible for external space planning. Therefore, in step 4.4, a learning process can be implemented and provided so that learners connected via the learner terminal (100) and other learners connected via the participant terminal (500) can actively explore ideas for planning landscaping and external spaces through collaboration within the XR application provided in the XR architectural design studio implemented in the reflection stage implementation unit (240).

[0109] Furthermore, in Stage 4.5, which is a Representing stage conducted offline as part of the learning process, students are guided to explore and develop the most effective ways to present their design proposals. They are then taught to complete their architectural plans based on the derived methods, reminding them of the requirements for the final deliverable for evaluation. Based on the process thus far, they are taught to self-evaluate their design proposals and ultimately develop and finalize them. In this process, rather than passive reflection based on the evaluation of the final deliverable, students are guided to enable dynamic "Reflection-in-Action" to occur during the design process as part of a continuous design improvement process.

[0110] The case-based thinking process implementation unit (260) is a component that implements and provides a learning process to achieve embodied cognitive goals by applying embodiment and de-embodiment between each component of the immersion stage implementation unit (220), the embodiment stage implementation unit (230), the expansion stage implementation unit (240), and the reflection stage implementation unit (250). It can implement and provide a learning process to select cases that can be empathized with in an XR environment, implement and provide a learning process to conceive architectural ideas based on cases, implement and provide a learning process to develop architectural design plans to implement architectural ideas and express and modify them through an XR application, and implement and provide a learning process to test and retain architectural design plans through tutorials and reviews.

[0111] This case-based thinking process implementation unit (260) can implement and provide a learning process to expand the embodying and dis-embodying processes in the XR situational learning schema process, and can implement and provide a learning process so that embodying and dis-embodying occur dynamically while the learner uses the XR tool through the learner terminal (100) in each stage (embodying, embodying, expanding, and dis-embodying) implemented in the components such as the immersion stage implementation unit (220), the embodying stage implementation unit (230), the expansion stage implementation unit (240), and the reflection stage implementation unit (250).

[0112] Here, case-based learning is a methodology for solving unstructured problems such as architectural design, and can be composed of four stages: retrieval, reuse, modification, and retention. It can be provided by integrating and enhancing existing case-based reasoning models with design thinking techniques to enable the intensive exploration of design alternatives over a short period within the process of an architectural project.

[0113] Design thinking is one of the methodologies of Project Based Learning (PBL) that allows one to define problems through empathize during the project development process, develop ideas, and create and test prototypes to derive and develop practical ideas.

[0114] The case-based design thinking process described above can be applied in the latter part of an architectural design project so that the learner can quickly explore and develop new alternatives through case projects developed within the XR application provided by the XR architectural design studio via the learner terminal (100), and integrate the architectural plan created through the learning process and educational work.

[0115] Here, the detailed steps of the case-based design thinking process implemented in the case-based thinking process implementation unit (260) are as follows.

[0116] 1. Case-based Empathize & Define with Retrieved Cases

[0117] 2. Reuse & Ideate

[0118] 3. Prototype & Revise

[0119] 4. Test & Retain

[0120] Specifically, in the first step, the learner can be guided to understand and empathize with their own design proposal and given case through the learner terminal (100) within the XR application provided in the XR architectural design studio implemented in the case-based thinking process implementation unit (260). The learning process can be implemented and provided to identify and define the real problem of their project from the case (i.e., given case) extracted through empathetic observation and the learner's existing architectural development plan.

[0121] For this first step, a learning process can be implemented and provided to learners to select cases that can be relatable in the XR environment of an XR application provided by the XR Architecture Design Studio through a learner terminal (100). For example, by importing a real-world project implemented in BIM (Building Information Modeling) into an XR tool and XR application and experiencing an integrated model in the XR environment that includes all architectural design elements of the actual building as well as information regarding structure and facilities, the learners can compare their own architectural design with the given cases to relatable, and thereby identify and define the problems and improvements of their own architectural design on their own.

[0122] In addition, in the second stage, a learning process can be implemented and provided to conceive ideas based on cases extracted from the XR environment of the XR application provided by the XR Architecture Design Studio. In order to dynamically explore various ideas during a given time, the learning process can be implemented and provided so that learners connected through the learner terminal (100) and other learners connected through the participant terminal (500) (and instructors connected through the instructor terminal (400)) can engage in brainstorming and bodystorming.

[0123] These two stages can induce a learning process to conceive ideas based on cases. By utilizing XR devices such as a learner terminal (100), a participant terminal (500) (and an instructor terminal (400)) and an XR application provided by an XR architectural design studio, the learning process can be implemented and provided to view and observe the exterior of an actual construction project under construction from various angles, to learn the composition of the space by cutting the plane at a scale of 1:100 or 1:50, and to learn the relationship between the structure and facilities by cutting the cross-section. Additionally, the learning process can be implemented and provided to enter the interior of a building at a scale of 1:1 using a teleport function and experience the case in actual size. Through this process, the learning process can be implemented and provided to perform brainstorming and bodystorming to dynamically explore new ideas in a short period of time.

[0124] Here, the learner accessing through the learner terminal (100) can be taught to prevent plagiarism by clearly explaining to the learner that they should not use the case as is, but rather identify the characteristics of the case and critically apply the corresponding part to the characteristics of their own architectural project, and emphasize that the purpose of the second process is to extract ideas.

[0125] In addition, in the third stage, a learning process can be implemented and provided to develop architectural design plans and modify existing plans by expressing them in drawings and models in order to realize architectural ideas in the XR environment of the XR application provided by the XR Architecture Design Studio. Since the pressure to meet the requirements for the deliverables increases as the project progresses toward the later stages, the utilization of XR technology also needs to be efficient and immediate within a short period of time. Accordingly, a learning process can be implemented and provided to actively utilize augmented reality technology Folograms that bring virtual objects into reality using mobile phones or pads, in addition to XR devices (e.g., Oculus, etc.) that are used as existing learner terminals (100).

[0126] For example, a 3D model of a learner created through a learner terminal (100) can be opened in Rhino and a QR code can be generated as a program, and then the code can be scanned with a mobile phone and a surface of the real space where the model is to be placed (such as the top surface of a desk or the floor of a classroom) can be specified to provide an architectural plan in augmented reality.

[0127] Finally, in step 4, a learning process can be implemented and provided in which architectural plans are tested through tutorials, reviews, and the utilization of the XR environment in the XR application provided by the XR Architecture Design Studio, and the experience that will help solve future problems throughout the entire process is retained in the learner's memory as a future example.

[0128] As described above, the case-based thinking process implementation unit (250) can provide a learning process in which the embodied cognitive objective required of the learner at each stage is not achieved within the four-stage XR situational learning schema, but rather occurs through the process of embodiment and de-embodiment between each stage. That is, the learning process is implemented and provided to enable the learner to learn natural user interfaces that can be operated by the learner's intuitive behavior without learning a separate method for operating technology tools during the transition from the immersion stage implemented in the immersion stage implementation unit (220) to the embodiment stage implemented in the embodiment stage implementation unit (230), and the learning process is implemented and provided to enable provocative investigation during the transition from the embodiment stage implemented in the embodiment stage implementation unit (230) to the expansion stage implemented in the expansion stage implementation unit (240), thereby enabling the learner to learn in conjunction with the case-based design thinking process.

[0129] In addition, during the process of transitioning from the expansion stage implemented in the expansion stage implementation unit (240) to the reflection stage implemented in the reflection stage implementation unit (250), it is possible to train the user to engage in reflection-in-action during the design process rather than passive reflection on the architectural result.

[0130] As described above, educational learning can be provided by testing architectural plans through tutorials and reviews using the four stages of case-based design thinking, and by recalling experiences that help solve problems encountered during the design process throughout the entire process so that they are retained in students' memories, and the learning process can be structured so that design improvements can be identified in the next tutorial.

[0131] Through the case-based thinking process implementation unit (250) described above, a learning process can be implemented and provided so that the embodied cognitive objective continuously required of the learner can be achieved.

[0132] That is, as illustrated in FIGS. 12 to 14, an XR application can be provided to learn the natural user interface during the transition from the immersion stage to the embodiment stage through the use of an XR device with a learner terminal (100) that is repeated, and education can be provided to enable provocative investigation in conjunction with a case-based design thinking process during the transition from the embodiment stage to the expansion stage, and education can be provided to enable reflection during action in the design process rather than passive reflection on the results during the transition from the expansion stage to the reflection stage.

[0133] Here, Fig. 12 shows a Revit cross-sectional model view, Fig. 13 shows an interior view of the first-floor lobby area, and Fig. 14 shows changes in office lighting according to solar photovoltaic simulation.

[0134] The casting terminal (300) is a terminal that casts and provides learning processes and educational tasks performed on the learner terminal (100) through the XR architectural design studio, and may include, for example, external devices such as a smartphone, tablet, or computer.

[0135] Here, the casting option provided in the XR environment is also called mirroring. Learning processes and educational tasks performed through the XR architectural design studio on the learner terminal (100) can be streamed or mirrored and displayed through the casting terminal (300). This can be done by pairing the XR architectural design studio with the casting terminal (300) or by connecting to a communication network (600) and transmitting it in real time.

[0136] The instructor terminal (400) is a terminal that guides the performance of the learning process, including the immersion stage, the embodiment stage, the expansion stage, and the reflection stage, through the instructor's review and feedback. It may be configured to include, for example, a computer, a monitor, a keyboard, a video camera, a microphone, a speaker, headphones, an HMD (Head Mounted Device), a controller, a large screen, a sensor, a control glove, a haptic glove, etc., and may use, for example, Microsoft's HoloLens 2, Oculus Quest 2, Oculus Pro, etc.

[0137] This instructor terminal (400) can provide a learning process related to architectural design to a learner connected through a learner terminal (100) in accordance with an immersion stage for adapting to the XR architectural design studio provided by the XR architectural education server (200) while connected to the XR architectural design studio implemented on an XR basis, an embodiment stage for using the XR application, an expansion stage for performing educational work using the XR application, and a reflection stage for modifying and supplementing the educational work, as well as provide various reviews and feedback necessary for each process.

[0138] The participant terminal (500) is a terminal that connects to the XR architectural design studio and shares and collaborates on the above educational work through the participant's review and feedback. It may be configured to include a computer, monitor, keyboard, video camera, microphone, speaker, headphones, HMD (Head Mounted Device), controller, large screen, sensor, control glove, haptic glove, etc., and may use, for example, Microsoft's HoloLens 2, Oculus Quest 2, Oculus Pro, etc.

[0139] These participant terminals (500) can provide various necessary reviews and feedback through a learning process related to architectural design according to a reflection stage for modifying and supplementing the educational work provided by the XR architectural education server (200) while connected to an XR architectural design studio implemented on an XR basis.

[0140] The communication network (600) may include, for example, a mobile communication network, a wired internet communication network, a wireless internet communication network, a broadcasting network, an administrative network (closed network), and specifically, one or more networks such as a PAN (personal area network), LAN (local area network), CAN (campus area network), MAN (metropolitan area network), WAN (wide area network), BBN (broadband network), the Internet, and LoRaWAN, and may include one or more network topologies such as a bus network, a star network, a ring network, a mesh network, a star-bus network, a tree network, and a hierarchical network.

[0141] Through this communication network (600), a communication environment for transmitting and receiving wired and wireless data between learner terminals (100), XR architecture education servers (200), casting terminals (300), instructor terminals (400), and participant terminals (500) can be provided.

[0142] Accordingly, according to an embodiment of the present invention, an XR architectural design studio implemented based on XR is provided for learning processes and educational work related to architectural design. By providing an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using an XR application, an expansion stage for performing educational work using an XR application, and a reflection stage for modifying and supplementing educational work, respectively, cognitive-based architectural design education can be performed to utilize XR in architecture to multiply creativity, enhance productivity by strengthening requirements analysis, and facilitate feasibility analysis.

[0143] In addition, according to an embodiment of the present invention, by applying embodiment and deembodiment between the components of the immersion stage implementation unit, the embodiment stage implementation unit, the expansion stage implementation unit, and the reflection stage implementation unit to induce the achievement of embodied cognitive goals, the learner can not only derive innovative architectural design ideas using XR tools at each stage but also explore various architectural design proposals.

[0144] Although various embodiments of the present invention have been presented and described in the above description, the present invention is not necessarily limited thereto, and those skilled in the art will readily understand that various substitutions, modifications, and changes are possible within the scope of the technical concept of the present invention. Explanation of the symbols

[0145] 100 : Learner terminal 200 : XR Architecture Education Server 210 : Communication module 220 : Immersion Stage Implementation Unit 230 : Embodiment Stage Implementation Unit 240 : Extension stage implementation section 250 : Reflection Stage Implementation Section 260: Case-Based Thinking Process Implementation Section 300 : Casting terminal 400 : Instructor terminal 500 : Participant terminal 600 : Communication network

Claims

Claim 1 A learner terminal that accesses an XR architectural design studio implemented based on XR, provides a learning process related to architectural design in the XR architectural design studio, and performs educational work related to architectural design through an XR application; and an XR architectural education server that provides the XR architectural design studio implemented based on XR to the learner terminal for the learning process and educational work, and respectively provides an immersion stage for adapting to the XR architectural design studio, an embodiment stage for using the XR application, an expansion stage for performing the educational work using the XR application, and a reflection stage for modifying and supplementing the educational work. and a casting terminal that casts and provides the learning process and educational work performed on the learner terminal through the XR Architecture Design Studio; further includes an instructor terminal that connects to the XR Architecture Design Studio and guides the performance of the learning process, including the immersion stage, embodiment stage, expansion stage, and reflection stage, through the instructor's review and feedback; and further includes a participant terminal that connects to the XR Architecture Design Studio and shares and collaborates on the educational work through the participant's review and feedback; and the XR Architecture Education Server comprises: a communication module unit responsible for data communication with the learner terminal, casting terminal, instructor terminal, and participant terminal by connecting to a communication network; an immersion stage implementation unit that implements and provides the learning process to explore the XR environment in the XR Architecture Design Studio; an embodiment stage implementation unit that implements and provides the learning process to embody the XR environment and XR tools through the XR application; and an elementalization stage that enables the performance of the educational work using the XR tools in the XR environment through the XR application. An extension stage implementation unit that implements and provides the above learning process; and a reflection stage implementation unit that implements and provides the above learning process to modify and supplement the above educational work in the XR environment through the above XR application; and the immersion stage implementation unit, the embodiment stage implementation unit,It further includes a case-based thinking process implementation unit that implements and provides the above learning process to achieve embodied cognitive goals by applying embodiment and disembodiment between each component of the expansion stage implementation unit and the reflection stage implementation unit; wherein the case-based thinking process implementation unit implements and provides the above learning process to select cases that can be relatable in the above XR environment, implements and provides the above learning process to conceive architectural ideas based on the above cases, implements and provides the above learning process to develop architectural design proposals to realize the above architectural ideas and express and modify them through the above XR application, and implements and provides the above learning process to test the above architectural design proposals through tutorials and reviews and then retain them; case-based learning for solving non-structural problems such as architectural design is composed of four stages of retrieval, reuse, modification, and retention, and provides a case-based reasoning model by integrating and reinforcing it with design thinking techniques to enable intensive exploration of design alternatives over a short period within the process of an architectural project, and the above design of the Project Based Learning (PBL) method The thinking technique defines the problem through Empathize during the project development process, develops ideas, and produces and tests prototypes to derive and develop practical ideas; the case-based design thinking process is applied in the latter part of the architectural design project to explore and develop new alternatives through case projects developed within the XR application provided by the XR Architectural Design Studio via the learner terminal, and is implemented to integrate the architectural plan created through the learning process and educational work, wherein the detailed steps of the case-based design thinking process areIt includes Step 1: Case-based Empathize & Define with Retrieved Cases, Step 2: Reuse & Ideate, Step 3: Prototype & Revise, and Step 4: Test & Retain; wherein in Step 1, the learning process is implemented and provided to guide the learner to understand and empathize with the learner's design proposal and given cases through the learner terminal within the XR application, and to identify and define the real problem of their project from the given cases and the learner's architectural development plan through empathetic observation; wherein in Step 2, the learning process is implemented and provided to conceive ideas based on cases retrieved from the XR environment, and to enable the learner connected via the learner terminal and other learners connected via the participant terminal to engage in brainstorming and bodystorming to dynamically explore various ideas within a given time; A cognitive-based XR architectural education system that provides, in the third step, implements and provides a learning process to develop an architectural design plan and modify an existing plan by expressing it in drawings and models to realize the architectural idea in the XR environment, and implements and provides the learning process to utilize Fologram, an augmented reality technology that brings virtual objects into reality using not only the XR device used as the learner terminal but also mobile phones or tablets, and in the fourth step implements and provides a learning process to test the architectural plan in the XR environment through tutorials, reviews, and the use of the XR environment, and to retain experiences that will help with future problem-solving in the entire process as future examples in the learner's memory. Claim 2 delete Claim 3 delete Claim 4 delete Claim 5 A cognitive-based XR architectural education system according to claim 1, wherein the immersion stage implementation unit guides the initial setting of the learner terminal in the XR environment, guides the setting of an activity radius, and implements and provides the learning process to embody spatial characteristics according to the operation of the learner terminal. Claim 6 In claim 5, the embodiment stage implementation unit implements and provides the learning process to execute the XR application, then implements and provides the learning of the XR tool, implements and provides the learning process to construct an architectural project corresponding to the educational work, implements and provides the learning process to load another architectural model, and implements and provides the learning process to develop the architectural project through the XR tool, thereby providing a cognitive-based XR architectural education system. Claim 7 In claim 6, the extension step implementation unit implements and provides the learning process to experience the architectural project at a human scale through the XR application, implements and provides the learning process to experience the architectural project in a real space, implements and provides the learning process to experience according to environmental changes, and implements and provides the learning process to modify the architectural project according to design components in the XR environment, thereby providing a cognitive-based XR architectural education system. Claim 8 In claim 7, the reflection stage implementation unit implements and provides the learning process to cast the operating status of the XR application through the casting terminal, implements and provides the learning process to present the architectural plan constructed through the educational work in the XR environment, implements and provides idea sharing and collaboration in the XR environment, and implements and provides the learning process to modify and supplement the architectural plan, thereby providing a cognitive-based XR architectural education system. Claim 9 delete Claim 10 delete

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