This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using computers, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

In attempts to improve the energy efficiency of protected historical buildings, two barriers arise. The first is the restrictions imposed by authorities that are responsible for cultural heritage preservation. The second is the exclusion of protected buildings from strict compliance with energy efficiency requirements in current regulations, such as the issue of an Energy Performance Certificate, which removes them from conventional channels of public policies. Both of these issues put heritage in a delicate situation, especially when they are intended for privately developed residential uses. This paper presents a methodology for assessing and establishing a trade-off between energy performance and the cultural value of heritage buildings through the comprehensive analysis of a case study: the retrofitting of Can Armengol Palace in Palma de Mallorca (Spain). The study revealed (1) the need to objectify the cultural values of the building as far as possible to identify conflicts with the strategies of energy efficiency improvement; and (2) the appropriateness of considering every aspect of a rehabilitation intervention in a global simultaneous approach, not just energy aspects. The method that was used had five steps: acquiring a deep knowledge of the building configuration, assessing the building performance for every legal requirement, identifying cultural values, defining intervention criteria, and analyzing intervention effects on the protected elements of the building. The most important contribution in this study is the detailed and extended definition of architectural heritage values and the consideration of interventions resulting from sustainability retrofits as a new kind of value, that reflects current worries, for which future generations will remember us.

Within the Energy Performance of Buildings Directive information symmetry regarding financial and environmental benefits, coming from real estate performance, is a key element in the promotion of efficient buildings. However, the link between energy efficiency and its perceived co-benefits is far from perfect in EU countries with a short trajectory in the promotion of such residential attributes, endangering the efficacy of information-symmetry policies. Using a large survey applied to sellers, buyers, lessors and tenants this paper explores, in Spain, the perceived co-benefits in terms of energy savings and thermal comfort of efficient homes and whether such perception correlates to current living conditions, housing tenure and sociodemographic profile of respondents. Results suggest that in general such co-benefits are present in the mind of the main agents of the housing market. However, their perception is far from being homogeneous, it is clearer in the case of households whose current home is poorly insulated or inadequately serviced in terms of thermal active systems. Sociodemographic conditions also play a role in co-benefits perceptions: Elder, wealthier and landlords, irrespective of whether they act as sellers, buyers or lessors, do perceive to a larger extent the co-benefits of efficient homes. Such findings signal clear paths for the improvement of energy and housing policy.

En la actualidad, buena parte de la comunidad universitaria coincide con la afirmación de que “Aprender no es un juego, pero se aprende jugando”. Es innegable que las actuales generaciones de estudiantes universitarios han crecido rodeados de la ludificación aplicada a actividades de lo más dispares y, por tanto, han desarrollado la predisposición al juego, puesto que éste proporciona placer y felicidad, así como las habilidades necesarias para participar en él, competitividad, actitud resolutiva, espíritu de equipo y muchas más. Con esta perspectiva en mente y con el objetivo de remarcar los conceptos más importantes que se han impartido durante el curso, el equipo de profesores de la asignatura Bases para la Técnica del primer curso de arquitectura en la Escuela Técnica Superior de Arquitectura de Barcelona (Universidad Politécnica de Cataluña), hemos desarrollado un juego basado en la técnica del Escape Room. Este artículo describe la metodología llevada a cabo en las pruebas realizadas durante 3 cuatrimestres por más de 500 alumnos, analiza los resultados en cuanto al cumplimiento de los objetivos didácticos planteados y plantea una reflexión sobre los límites de la ludificación aplicada a la enseñanza de la arquitectura.

The LES Project (LES-Llavor Energètica i Salut. Del cole a casa i a la societat, in English: Energy and Health Seed. From school to home and society) is seen as an opportunity to increase the visibility of the role of science and women scientists in their actual contexts and to present architectural research as essential in mitigating climate change and improving people’s health. The goal of this research was to reach the greatest range of people possible through intergenerational transfer. However, the main receptors and drivers were students aged between 8 and 10 years old who were responsible for transmitting energy and environmental conditioning concepts and their interrelations with strategic performance in buildings. Awareness was raised through scientific workshops implemented in primary schools that had energy and air quality deficiencies and opportunities, and the concepts were extrapolated to housing. Two schools in different socioeconomic districts (vulnerable and middle-income families) were selected as a strategy to provide details about the perceptions of energy benefits in both schools’ families. The results of the experience were highly satisfactory. Children from 8 to 10 years old were interested and ready to understand and transfer key concepts about energy efficiency and health improvement through the transformation of the buildings surrounding them. The dissemination of the project and social awareness reached the primary students of the two schools selected for the project and the entire educational community (students, teachers, families and all of society). Currently, we are working on a second stage that will allow for a broad volume of replicability of the workshops, with schoolteachers taking the lead in these actions. For this purpose, LES has the support of the Department of Education of the Generalitat de Catalunya.