**7. References**


In this context, research and education on architectural and urban design and production may be then implemented with students, educators, and experts from all over the world, interacting virtually and physically by means of multimodal interfaces, collaboratively working in a multi-user, gaming environment, that is enabling them to access and manipulate the same data on a common server synchronously or asynchronously, and even

The relevant question for the future seems to be, therefore, not whether intelligent, sentient environments may be built, but how these environments may be employed as instruments for enhanced, distributed problem solving (Bowen-James, 1997; Novak, 1997), how ubiquitous education and training may be implement in programs that promote digital democracy and literacy by bridging the digital divide (Norris, 2001), how intelligence may

Content presented in this paper has benefited, inter alia, from the contribution of the Protospace, Hyperbody and E-Archidoct teams including on projects participating students. Additional information with respect to presented projects may be found on the Hyperbody

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**6. Acknowledgment**

**7. References** 

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