**3.7 Possible information technologies: the future of architecture**

Looking at the future, some technologies are already in the market including payment systems. Before considering Hololens 2, that chapter will present a case that may support the invalidation of fear by architects over losing jobs to computers; the case of Web 3.0 and None Fungible Tokens (NFTs).

• None Fungible Token (NFT):

Which are digital objects of unique kind- two cannot exit. Paola Tasca, the Executive Director, UCL Centre for Blockchain Technologies in [73] recommended "tokenise business model," "tokenised economy" "tokenization of everything" [74]. Architecture students' photos can be digitized. Then, using algorithm converted into NFTs. Original outstanding architecture sketches, hand drawn inclusive, can all be tokenized. There increasing importance is not in doubt with the emerging Web3.0. Indeed, 3D objects are vital in character animation and special effects processes because they can be animated. Described as digital artwork, and "unique cryptographic token" (NFT), Sharma quoted JPMorgan analysts: "the monthly sales of digital tokens (NFT) 'hovers' at around \$2 billion" [72]. In [73] recommended "tokenise business model," "tokenised economy" "tokenization of everything" [74]. "The collapse of Moore's Law" [75, 76], in addition, educational systems and business enterprises are adopting computer graphics for data visualization, graphical data processing, interactive learning, immersive learning, virtual and augmented reality, presentations" [77].

• Microsoft HoloLens-2.

Introduced in 2019, the Microsoft HoloLens-2 is a pair of mixed-reality smartglasses developed and manufactured by Microsoft, **Figure 6**. It unveils the future of the free-

#### **Figure 6.**

*Microsoft HoloLens-2 introduced in Spain at the Mobile world congress in February 24, 2019 with USD3500 preorder value. While picture speaks 1000 words, a walkthrough video speaks a thousand pictures. Credit: Anita to AJP.*

#### *Leveraging on Data Sciences: Review of Architectural Practice and Education in Nigeria DOI: http://dx.doi.org/10.5772/intechopen.103097*

hand computer. It has Bluetooth, camera, CPU, sound, and holographic lenses. The tool enables students to pull out the 3D graphics design and virtual tools from the computer into the real world or project site. With free hands -not mouse, or pen – any objects can be manipulated like in the real world. Architects, engineers, and clients can with their hands measure headroom, touch, move things to desired positions- life size or reduced scale of things. In more realistic ways, the Hololens-2 saves architects (AEC professionals) the stress of many explanations of ideas by providing the same capabilities of the real world into the virtual world (mix-reality). Microsoft demonstrated possibilities of Holocene-2 is in [78] video-6, in [79] **video** and in [68] **video 3**. Indeed, the immersion will enable reduced amend reoccurrences, step up the tempo of design, and manage customers in new ways. Further, students can identify risk earlier and accurately from design through to construction.

• Digital Twin (DT).

Yet another interesting and possible IT technology for architectural uses is DT; which enables architects, students, and schools to collaborate like never before in real time, with real world experiences. In [80] DT will enable sharing the power of super computers hosted in cloud as algorithm; used for complex computation and visual simulations. For instance, building performance in earthquake, flood, and high genetic impact: such as accident or terrorist attacks. Also, in additive printing with powerful sensors, DT can enable changes in CAD drawings to be automatically updated and reflected physically at construction site. Today, such is not possible as changes in CAD drawing may take days and weeks to be implemented at construction site.

Ordinarily, a significant number of tertiary institutions of architecture and engineering in Nigeria can only dream of such super computer hardware, but with DT the narrative may be different. DT of such hardware computer is affordable yet without compromising performance quality relative to that of the corresponding hardware (physical twin). Amazing opportunities of instinctual interactions, collaboration of students and lecturers across national borders can best be imagined [81]. For example, imagine MIT, Harvard and Port Harcourt Polytechnic sharing the same equipment, faculty members in real time without need for travel. Internet of Things (IoT), Industrial internet of (IIoT), and Internet of Value (IoV) powered by powerful sensors are fore runner of DT technologies opportunities.

• SketchUpViewer.

SketchUp is architectural software like ArchiCAD, with many use savvy students. Collaboration with Microsoft to release SketchUpViewer that is compatible Holocene-2 is game changer: see video 6. So, students can draw with the computer, but also can pull-out the designs into the real world before construction- mix reality. The point is, 3D data interaction are getting better giving students and architects more free time for more creative none stereotype activities. Also, greening the process by eliminating work travel need, waste, and enabling one-to-one interactions of human-to-human, human-to-machine, including the virtual-to-reality [81].

• Educationally:

Interactive learning software, multimedia software, online courses and many other applications have received much attention. A view supported in [77] stating, "It

touches many facets of everyday activities: online or offline digital content". Others like in [82] stressed play is essential to learning: "Literacy and numeracy development". The chapter recommended the use of 3D computer graphic strategy and tactics used to engage players to be used for development of instructions for architecture students; a potentially significant and educational application area. Indeed, 3D Computer Graphics and Data use is serving as an essential component of computer-assisted learning system [82]. The statistics associated with the use of the 3D data technologies are impressive. For instance, in [83] "83 % Decrease in training time. Northeastern University has reduced a 3-hour lesson plan into less than 30-minute. 50 % Better student scores Case Western students in the HoloLens lab scored 50% better on retention and required 40% less class time". Indeed, 3D data technologies can "improve learning result and revolutionize curriculum with hands on lesson plans that convey complex concepts in 3D. With HoloLens2, students can learn-by-doing from anywhere with holographic instructions and assessments" [84].

#### **3.8 Architectural institutions and educators**

Considering the fast pace of development, highlighted challenges have been discussed. A case for architects, engineers and construction (AEC) professionals having well integrated and shared data management structure has been established. A database for comparison and control projects cost inflation in public projects. Architects' duty and obligations include building liveable communities. Thus, the chapter is also interest in pollutions in neighborhoods and communities. Therefore, architectural educators should be passionate in data sciences with a goal of establishing a Construction Blockchain (see [69, 81, 85]).

It demands more openness and agility. It demands improvement of career options in architecture to attract young people interested in creative discipline (e.g. architecture) and trending high-tech jobs with good pay and prestige. While calculus, mathematics, statistics, algebra are core of data sciences in [70, 85, 86], it is very encouraging that coding and programming language like Python do not require mathematics, or even an engineering degree, but critical thinking, little play, and design principles. The authors are architect yet good in Microsoft Excel, coding, and python. Furthermore, with Additive Manufacturing and printing as the future of construction and manufacturing, including Microsoft Hololen, 7D AR and powerful sensors, it is imperative for educators and institutions to build capacities aligned to working with CAD transformative experiences and methods (see **video** [86]). Progressive and impactful institutions must embrace strategies and tactics consistent with the learning organization as supported in [87].

Building compelling strategies and tactics can include incentive (e.g. scholarships), explore and exploit full potential of data sciences skills by sensitisation. For example, making high school Data Sciences Credit pass (General Certificate Education, or West Africa School Certificate) as Physics alternate course requirement for admission into architecture in polytechnics and universities. Next, is to move people into resultoriented actions by positive influence. However, in [88] influence can be animated by making real changes across relationships. Scholars agree, influence is magnetic and can pull people into the institution's orbit with the power to make real global changes across relationships. In [89], the wisdom to overcome barriers was revealed: colleges and universities should invest in digital transformation for more accessibility, flexibility, and affordability. They must overcome tendency of being just owners of hardware equipment or DT by becoming enabler of processes delivering:


In [90] was the insightful demand on AEC professionals' educators. That "Construction industry: more needs to be done." For example, the importance or reliability of psychometric is yet questionable, [91] so, the use of drawing boards. Yet both are compulsory with Psychometric test pass being mandatory for graduation in Nigerian polytechnics. However, such policy is not strategic to the AEC professional development and learning experiences. For instance, many young vibrant students are discouraged seeing Psychometric course as more like an ambush and exploitations. Moreover, time is scarce for required courses. In significant number of schools in the Niger Delta, there is lack of competent staff with centralisation as a problem. For example, in some cases, much as 50 percent of students psychometric test results are delayed yet mandatory for graduation. Students have suffered additional session and associated extra fees.

Institutions should build citizenship and raise the knowledge base of the construction industry, purposefully. Construction Blockchain can provide a platform for team growth, accountability, and trust. While studios should be more conducive, collaboration is required between architectural faculty and data sciences. In [92] is the call to "upsize your strategic practices, implement new marketing, including finding new ways to build the students and faculties strategies (e.g. careers and curriculum options, lowering entry barriers for women, image improvement). As investors and decisions are increasingly influenced by big data, educators must increasingly embrace big data-driven decision making and develop competence in these areas, in addition to gradually downplaying the traditional methods. Blockchain and metaverse are good direction to prepare architects to lunch into the virtual world. The architect's creativity and expression through various media is not in doubt, **Figure 7**. Web 3.0, IoT, IoV are rather consoling and basis for confidence building among architectural educators and curriculum developers; rather than the fear of becoming obsolete. They represent opportunities and benefits from ownership of NFTs in a "tokenize economy" [93]. Architects can be significant contributors and virtual estate owners by embracing Web3.0, AI, Blockchain, and

#### **Figure 7.**

*Analytical presentation and communication skills: Architecture student presentations and graphic communication through various media: Project design night Club.*

animations technologies. Currently, "fintech firms are using Bitcoin blockchain and mobile technologies to create the internet of value" [94].
