![]() ![]() This paper represents a study of selected visualisation and investigative methods that facilitate the exploration and expression of human emotions and perceptions within real world environments during the design development stages of a project, repositioning exploration and visualisation in spatial design education. Assumptions regarding the constitution of narrative, authorship and the scholarly work will all require modification. If Virtual Reality is to emerge as a viable medium for the historical discipline, scholars will need to transform their practice. The second is to explore the use of 3D‐immersive environments as platforms to display research findings. The first is to test the efficacy of 3D objects as cognitive tools, tools designed to assist student realization that historical works are models, models that must be distinguished from the objects they represent. Drawing on the experience of the 3D Virtual Buildings Project, it suggests there are two possibilities historians can and ought to explore. Put simply, this study suggests historians will need to re‐think the aesthetics of their discipline. The purpose of this paper is to explore a specific implication that new paradigms of computing-especially those pertaining to 3D objects and 3D environments-will present for the discipline of history. Innovations in information management did not stop with the codex. In the coming decades, the platforms and formalisms scholars employ to display, transform, and transmit information will continue to evolve. ![]()
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