Learning From Hale: An Educational Augmented Reality Application For An Indigenous Hawaiian Architecture

Richard Robinson School of Architecture, University of Hawaii at Manoa
Hyoung-June Park School of Architecture, University of Hawaii at Manoa

The traditional Hawaiian house, hale has diminished in and lost its ground from the landscape in Hawaii. The revitalization of traditional hale is an opportunity for community gathering, and the restored structure has become a place for teaching (Abernathy et al, 1978; Bryan, 1938). Tacit knowledge embedded in Hale design including thatching, stacking, and securing each stone, log, frond, and grass bundle serves to revive and restore these building practices and instills pride that comes from living traditional Hawaiian values (Apple, 1971; Buck, 1957). However, such tacit knowledge has been an elusive subject due to its difficulty to be articulated, recorded, and communicated (Ambrosini and Bowmand, 2001; Dampney et al, 2002; Polanyi 1962 &1966). Furthermore, the oral tradition for transferring the tacit knowledge in Hawaii makes more difficult to convert it to explicit knowledge (Nonaka and Takeuchi, 1995) for the future generation of Hawaii. By connecting virtual and real worlds, Augmented Reality (AR) serves to create a reality that is supplemental to the physical environment (Caudell and Mizell,1992). AR provides new possibilities for innovative education, and they have been increasingly recognized by educational researchers (Karakus, Ersozlu, and Clark, 2019). By adding an enhanced layer of computer-generated information to the real-world environment, AR allows a user to interact with two- and three-dimensional synthetic objects in real-time (Kerawalla, Luckin, Seljeflot, & Woolard, 2006), visualize context-specific complex spatial relationships and abstract concepts (Arvanitis et al., 2007), and experience phenomena with a full-scale immersion (Klopfer & Squire, 2008). Furthermore, AR provides interpersonal communication among the participants of a shared AR experience (Carmigniani and Furht, 2011). In the area of Cultural Heritage (CH) education, the implementation of AR is already acknowledged to improve a student’s learning experience and motivation. As the criteria for the successful AR educational system, 1) the ease of usability, 2) enriched content creation, 3) information management, and 4) right technology are highlighted (Vargas et al., 2020) In this paper, an educational augmented reality application for Hale, an indigenous Hawaiian architecture is proposed for reviving Hale as a place for community gathering and teaching. Including Hale Wa’a, nine housing types based upon the specific function and purpose for its residents have been studied for 1) creating the historical and cultural contents, 2) developing geometric models, and 3) translating the construction and assembly process of the Hale into a sequence of design actions with the models. Rhinoceros 3D and visual programming language Grasshopper 3D are employed with the plug-in applications: 1) Fologram and 2) Project Shark. This proposed application consists of 1) initiation of AR, 2) analysis of Hale, 3) synthesis process of Hale, and 4) simulation of Hale through the interactive construction process. The proposed application will provide a dynamic learning experience for Hale by combining both the real and digital environments, enabling the visualization of the design in its intended construction and assembly process with real-time feedback. The implementation of the proposed application is explained, and the usage of the application is also demonstrated in this paper. References Abernathy, Jane E, and Suelyn C. Tune. Made in Hawaiʻi. Honolulu: University of Hawaii Press, 1983. 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Keywords: Augmented Reality, Tacit Knowledge, Cultural Heritage, Hale, Sdg4 Quality Education

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