Abstract
Aim: This study intends to identify the processes of group design with students, the weak and strong areas of their activity in different phases, and to assess the implications of education in executing this activity by focusing on the principles of group design thinking in architecture. Method: A test was conducted among students from Tehran and Konya Technical Universities to investigate the influence of education on improving group design quality. This experiment was conducted by having three-hour drawing sessions and dividing the students into 8 groups. The single-variable test method was utilized because of the independence of the groups and the equality of their variances. Two preliminary exams were used to measure students’ lack of understanding and familiarity with group work, followed by an extra examination for the students involved in the issue. Results: The findings revealed that in group architectural design, group members focus largely on the design’s content, with team communication centred on two essential aspects: content analysis and process review. Conclusion: Teamwork in designing can be superior to solo effort, and proper training can increase this. It is felt that paying attention to the concept of group design and teaching it in architecture schools is useful.
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