2. Execute – The role of Augmented Reality in designing cities for coexistence
| Sito: | Bios4You |
| Corso: | (18) Designing Cities for Coexistence: Wildlife and Urban Spaces |
| Libro: | 2. Execute – The role of Augmented Reality in designing cities for coexistence |
| Stampato da: | Guest user |
| Data: | martedì, 25 agosto 2026, 05:56 |
Descrizione
Augmented Reality (AR) applications can significantly support the "Designing Cities for Coexistence: Wildlife and Urban Spaces" initiative by making complex ecological concepts tangible and by fostering empathy and a sense of stewardship in students. By overlaying digital information onto the real world, AR transforms the built environment into an interactive classroom, bridging the gap between abstract biological principles and their practical application in urban planning (Wang & Li, 2020).
2.1 Specific features and types of AR Tools
An AR application for this purpose would be more than just a visualization tool; it would be a dynamic platform for discovery, design, and problem-solving. Key features and tools would include:
- 3D Model Visualization: Project 3D models of proposed urban developments onto a real-world map (e.g., their school grounds or local park) and then overlay simulations of how these developments might impact local wildlife habitats, water flow, or light pollution.
- Data Visualization Overlays: Overlay virtual representations of biomimetic architectural elements (e.g., a building façade inspired by a desert beetle's water collection) onto existing structures, allowing students to "see" how these designs could function in real time.
- Identification and Information: Use AR to "discover" virtual wildlife species in designated urban areas, learning about their habitats, behaviors, and how urban design decisions affect them.
2.2 Real studies and practical exercises
Meaningful integration of AR in hands-on learning is already happening globally, particularly in fields like environmental and urban education. These examples demonstrate how AR can move students beyond passive observation and into active, creative problem-solving inspired by nature.
A case study in Oslo, Norway, involved youth in the "Oslo Trees" plan to plant 100,000 new trees. Using AR, the students could generate their own planning proposals on-site and at scale. This hands-on, AR-supported activity not only increased their understanding of urban planning and design but also gave them a sense of control and confidence in presenting their ideas. This model is directly applicable to coexistence design, where students could propose and visualize wildlife-friendly infrastructure (Reaver, 2023).
By integrating these features and activities, an AR application becomes a powerful educational engine, enabling students to "see" the invisible connections in their urban environment, practice designing with nature, and become active participants in creating more harmonious cities for all species.