Spatial Orientation Skill for Landscape Architecture Education and Professional Practice

Carlos Carbonell-Carrera, Jose Luis Saorin and Stephany Hess-Medler
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Carlos Carbonell-Carrera: Department of Techniques and Projects in Engineering and Architecture, Area of Cartographic, Geodetic and Photogrammetry Engineering, Universidad de La Laguna, 38200 San Cristóbal de La Laguna Santa Cruz de Tenerife, Spain
Jose Luis Saorin: Department of Techniques and Projects in Engineering and Architecture, Area of Engineering Graphics, Universidad de La Laguna, 38200 San Cristóbal de La Laguna Santa Cruz de Tenerife, Spain
Stephany Hess-Medler: Department of Clinical Psychology, Psychobiology and Methodology, Area of Methodology of Behavioral Sciences, Universidad de La Laguna, 38200 San Cristóbal de La Laguna Santa Cruz de Tenerife, Spain

Land, 2020, vol. 9, issue 5, 1-16

Abstract: Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or three-dimensional (3D) maps and geospatial information, for which spatial orientation skills are necessary. The data from six workshops conducted throughout the 2010–2020 period, in which 560 second-year engineering students participated using different strategies and technical tools for spatial orientation skills’ development, were collected in a unique study. Factors such as the technology used, the gaming environment, the type of task, the 2D/3D environment, and the virtual environment were considered. The Perspective-Taking Spatial Orientation Test was the measurement tool used. The results show that mapping tasks are more efficient than route-based tasks. Strategies using 2D and a 2D/3D combination are more effective than those with only 3D. First-person perspective gaming environments are also a valid alternative. The technologies applied in this study are easy to use and free, and a measurement tool is provided. This facilitates an interdisciplinary approach between landscape architecture education and professional practice since these workshops could also be easily carried out by professional bodies for landscape planning and management.

Keywords: 3D environments; geospatial technologies; landscape architecture education; spatial orientation skill (search for similar items in EconPapers)
JEL-codes: Q15 Q2 Q24 Q28 Q5 R14 R52 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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