Architectural Design Course Research Articles

A Proposed Framework for integrating IVR Technology in Architectural Design courses; Application on architectural schools in Egypt

Abstract Visual communication has a vital role in the architecture. Virtual reality (VR) is one of the various methods of visual communication and interaction, especially during pandemics. Although it has many benefits such as improved space perception and dimension visualization etc., it’s not commonly used in Egyptian architectural schools. This research aims to investigate the integration of Immersive Virtual Reality (IVR) into the design curriculums in Egyptian architectural schools and to propose a framework for its integration. A mixed method approach was used in this study along with the literature data that was reviewed to identify the benefits, limitations and different IVR setups. First, an interview was conducted with one of the VRCAVE founders in an Egyptian private university to understand the effect of IVR and whether it has affected the students’ outcome. This was followed by conducting an experiment including an IVR setup along with a 3D Virtual model, to conduct semi-structured interview with the participants to analyse the use of IVR in the design modules and whether its integration in the architecture schools design curriculum would be beneficial

Selecting applications to increase the efficiency of distance learning in architectural design

PurposeIn light of the technological advancements and impact of the COVID-19 pandemic on educational systems, universities worldwide had to find new methods to ensure that the educational process continued. In many countries, including Egypt, it has become a priority to direct their institutions toward digital transformation, using electronic means in the educational process. A set of challenges emerged in the educational process, especially in architectural learning, focusing on the design studio; problems intensified and some professors rejected the idea of distance learning, announcing their strong adherence to traditional face-to-face learning. This research aims to find a methodology that informs the choice of digital technology in architectural design courses.Design/methodology/approachThe researchers used both qualitative and quantitative methodology based on inductive, analytical, interview-questionnaire and empirical studies in Egypt.FindingsResults show that many criteria affect the selection of proper applications. Also, using multiple applications in architecture design course helps students understand the material. However, hybrid learning is crucial in teaching architectural design since it cannot be effectively conveyed solely through distance learning.Originality/valueThe results of the research will help improve and develop the distance learning system in architectural education by proposing a methodology for choosing suitable electronic tools for architecture studio courses. These courses enhance the effectiveness of students' understanding and comprehension during the distance learning process to increase motivation for thinning development, imagination and educational skills.

Enhancing Architectural Education through Artificial Intelligence: A Case Study of an AI-Assisted Architectural Programming and Design Course

This study addresses the current lack of research on the effectiveness assessment of Artificial Intelligence (AI) technology in architectural education. Our aim is to evaluate the impact of AI-assisted architectural teaching on student learning. To achieve this, we developed an AI-embedded teaching model. A total of 24 students from different countries participated in this 9-week course, completing a comprehensive analysis of architectural programming and design using AI technologies. This study conducted questionnaire surveys with students at both midterm and final stages of the course, followed by structured interviews after the course completion, to explore the effectiveness and application status of the teaching model. The results indicate that the AI-embedded teaching model positively and effectively influenced student learning. The “innovative capability” and “work efficiency” of AI technologies were identified as key factors affecting the effectiveness of the teaching model. Furthermore, the study revealed a close integration of AI technologies with architectural programming but identified challenges in the uncontrollable expression of architectural design outcomes. Student utilization of AI technologies appeared fragmented, lacking a systematic approach. Lastly, the study provides targeted optimization suggestions based on the current application status of AI technologies among students. This research offers theoretical and practical support for the further integration of AI technologies in architectural education.

Reflective thinking and self-assessment: A model for the architectural design studio

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.

A best practice model of open and distance learning (ODL) for studio-based architectural design courses

A best practice model of open and distance learning (ODL) for studio-based architectural design courses

Transformation open and distance learning (ODL) for studio based architectural design courses

Transformation open and distance learning (ODL) for studio based architectural design courses

Characteristics, Challenges, and Resolutions in Architectural Design Courses within Chinese Vocational Undergraduate Education

The architectural design course should focus on reflecting the characteristics that vocational undergraduate architectural design courses should possess: by improving the teaching requirements, expanding the curriculum system, and adjusting teaching methods, the course should reflect high-level characteristics; By constructing a content framework for career design and organically integrating career theory, the course highlights its professionalism; By reshaping course objectives, reconstructing course content, and transforming course delivery methods, this course demonstrates innovation. At present, the course is facing practical difficulties such as the lack of teaching guidelines or curriculum standards, support from teaching and research achievements, and support from teaching resources. It is necessary to steadily improve the quality and teaching effectiveness of vocational undergraduate education architectural design courses by leveraging the educational function of the course, consolidating teaching research, writing new textbooks, and improving teacher abilities.

Research on Architectural Design Course Teaching Reform under the New Engineering Talent Training Concept - Taking Architectural Design V as an Example

In recent years, the development of technologies such as big data, artificial intelligence, and the Internet of Things has drastically changed the architectural market, raising the demands on architects by enterprises and institutions. The traditional teaching model of architecture majors struggles to meet the market's demand for professionally applied talents, necessitating reform. With the introduction of the new engineering talent training model by the Ministry of Education, the goal of educating students has shifted from a focus on theory and professional techniques to nurturing engineering talents with innovative spirit and practical skills. The cultivation of these qualities requires profound contemplation by architectural educators on how to train architectural talents who can meet societal needs, and put these ideas into action. Based on the concept of new engineering construction, this article first analyzes the problems students face in actual teaching and practical work. It then proposes suggestions for teaching reform specific to Architectural Design V, applying these reform measures to the education of senior students. This approach is beneficial in enhancing students' professional design abilities and innovative thinking, thereby improving the quality of applied talent training and teaching standards. This holds significant guidance value for the practical teaching reform of architectural courses.

Research on teaching reform and practice of architectural design courses in colleges and universities based on big data analysis

Abstract In this paper, we carry out an innovative reform of architectural design professional courses in colleges and universities, focusing on improving the effect of practical teaching by combining knowledge maps and new technological means. Aiming at the problems of long practice cycle, high cost and difficulty verifying the effect in traditional teaching, it promotes the transformation of teaching mode to immersion, interaction and autonomy. The article discusses the application of knowledge maps in optimizing the course content, improving the effect of teaching organization, such as the association model of knowledge elements and learning resources, and calculating the ontological conceptual similarity of knowledge nodes. Meanwhile, the introduction of augmented reality technology and the Analysis of the correlation between learning styles and academic performance highlight the critical role of technology in enhancing the efficiency and quality of learning. The difference in average grades before and after the teaching reform in the experimental class was significant, with the most enormous difference of 10.76 points in the second round of test results. The most significant improvement was observed in the knowledge part of the course, with an increase of 0.72, and in the practical part, with an increase of 0.39. The students’ architectural design and practice skills were significantly improved in all dimensions. The teaching reform program proposed in this paper effectively enhances the architectural design program’s teaching quality and students’ practical ability.

Human-computer Interaction (HCI) Approach to Artificial Intelligence in Education (AIEd) in Architectural Design

The field of artificial intelligence (AI) in architectural design (AIEd) has experienced significant growth, and there is great potential for the application of Generative AI (GAI) in architectural design education. However, addressing challenges associated with AI is important. These include overhyped speculation, hidden inherent drawbacks such as fairness and ethics, and a trend of lacking human interaction when AI is involved. To tackle these issues, this paper introduces a triangulated research framework encompassing three key perspectives: vision, technology, and user acceptance. This framework aligns with Human-computer Interaction (HCI) principles, AI technology development, and past experiences in AIEd. By adopting this multi-perspective analysis approach, the paper aims to comprehensively understand the phenomena surrounding AI in architectural design. Furthermore, the research presented in this paper goes beyond theoretical discussions and illustrates how the research findings are applied in practice. It showcases the design of an ongoing architectural design course that incorporates the insights gained from the research. Three key observations from the ongoing designed modules indicate the need to shift the focus towards integrating multi-modal AIs and existing parametric tools. Secondly, it is essential to emphasise AIs as design partners rather than making assumptions about AIs’ specific uses at different stages. Lastly, providing user-friendly tools and theoretical foundations motivates students to explore beyond the design process, expanding their research and design boundaries.

Exploration of Ideological and Political Education Reform in Architectural Design Theory Courses: A Case Study of the Principles of Landscape Architecture Design Course

Exploration of Ideological and Political Education Reform in Architectural Design Theory Courses: A Case Study of the Principles of Landscape Architecture Design Course

Kaedah Menterjemah Unsur Alam Semulajadi Menjadi Karya Seni Dua Dimensi Dalam Projek Reka Bentuk Seni Bina Tahun Satu di UKM

The Architecture Design Course 1 (KKSB1116) is the main subject course for the Bachelor of Architecture Science (BSc Arch) program at Universiti Kebangsaan Malaysia (UKM). This course is offered in the first semester of year one and it is fundamental to the process of producing architectural design. The application of an experimental learning style is one of the ways to build awareness, knowledge and skills in the design learning process. This paper investigates the experiential learning style applied in the project of translating elements of nature into a self-portrait artwork using basic principles of design which are the lines and basic shapes of geometry. In this project, students were exposed to various learning methods such as experiential trip in nature, the use of sketch method in the form of mind map and the workshop environment. The research methodologies used are the combination of qualitative and quantitative approaches, where qualitative (in-depth interview and unstructured observation) is the main method. The findings showed that the students successfully translated objects from the elements of nature into the design project. It can be seen through a sketch of a graphic mind map and the production of a two-dimensional artwork design that highlights the basic principles of geometric design from a multidirectional combination of line sketches. This method of learning can be the benchmark for first year (basic) architectural education program especially for a bachelor of sciences level. The study suggests how the concept of the mind map approach and skills of workshop can be developed for the following year that is adapted to the program complexity.

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

This study focuses on the topic of “Urban Village Renovation Design” under the complex and diversified social needs in the third year of the architecture undergraduate program at Zhejiang University, China. Based on the theory and method of “situational teaching,” this study proposes a teaching framework integrating the investigation and cognition of nonmorphological elements, such as historical background, economic structure, social structure, public service, and human needs. The study aims to reveal the analysis and response of site investigation and architectural programming to social needs in the realistic context, and take nonmorphological elements as one of the important factors to promote the rationality and authenticity of architectural design, standardize the teaching process in the form of the teaching framework, and realize the teaching goal of solving social needs by design. Qualitative analyses are used to evaluate whether the proposed teaching framework achieves the expected teaching effects according to Bloom’s Taxonomy. We then use the Kirkpatrick model to quantitatively evaluate the specific effects of the framework, and the differences in the positive effects of nonmorphological elements on teaching are explored. In addition, regression analysis is used to discuss ways of obtaining nonmorphological elements. The results show that the teaching framework is a feasible method to improve students’ understanding of social problems and implement reasonable architectural programming that integrates nonmorphological elements in the architectural design course. To some extent, this teaching framework addresses the neglect of nonmorphological elements in traditional Chinese architectural design teaching, and forms an experience-based teaching methodology that can be used to guide architectural design teaching on other topics. This study is helpful in exploring the value and potential of nonmorphological elements in architectural design and provides a reference for college teachers engaged in architectural programming and design teaching.

Comparative Learning Environment of Architectural Design Studio Layout in Malaysia

Architecture is a collective art with many design projects of group-based were held. The design culture of the school is influenced by each particular project, which makes the students participate in this critical group discussion and highly urged to work in the studio. This study tends to compare the spatial layout of architectural design studios by highlighting the advantages and disadvantages affecting the student’s productivity. They were differences in the learning cultures among architecture students in universities A, B and C as the local university in Malaysia. The current generation of students demands a smart studio with an interactive spatial design layout, which may foster students’ development, especially in their learning-based studio sessions. This study aims to identify the characteristic of a good spatial design layout suitable for the architectural design course with better anthropometric measurements. The qualitative methodologies involved observation of the studio’s environment based on the three selected universities in Perak, Selangor and Johor Bahru. The comparative analysis involved a few attributes, such as the space layout, walkway distance, lecture space and furniture arrangement in the studio, which affect the student’s learning and the lecturer’s teaching method. In summary, characteristics of a good and conducive learning environment will be highlighted, and recommendations for interactive space for students were proposed for them to learn and work in good conditions by improving the studio’s spatial design.

A Preliminary Study of Material Applications in Sustainable Design

In recent years, sustainability issues have been widely recognized by various sectors worldwide; therefore, this concept should be extensively integrated into university education. This study takes the integration of the Sustainable Development Goals (SDGs) and architectural design courses as an example to provide possibilities for the reuse of discarded concrete on campus, seeking opportunities to fulfill sustainable development on campus. Results showed that: (1) The course planning, operation, communication, SDG integration, and overall satisfaction were all well-received by the students. (2) By integrating the SDGs into the architecture design course and inter-school exchange activities, students quickly gained a better understanding of the SDGs and were able to contribute to promoting a sustainable campus. (3) The guidance provided by the teacher is crucial. To focus on the discussion topics, it is recommended to concentrate on one or two topics at a time to have in-depth discussions. (4) It is better to operate the course at a real site to allow students to experience and address real issues. In this case, the proposed solutions can have close ties with the environment of the site to truly embody the spirit of the SDGs.

The Reality of Using Modern Teaching Strategies in Architectural Design Course

This research aims to explore the reality of using the teaching strategies of the Architectural Design course from an architectural specialized faculty member's view. The study sample consisted of eighteen faculty members randomly selected from the research community. The descriptive and analytical approach based on the questionnaire, verified for its validity and reliability, is used to achieve the goals. The results indicated that the overall score towards the reality of using modern teaching strategies was medium. The results also showed no statistically significant differences in employing modern teaching strategies due to a variable (gender, workplace, specialization). The presence of statistically significant differences in teaching due to the experience years' variable number and the variable of academic qualification in favor of scientific qualification (Ph.D.). From the instructors' view of the instructors, the most used teaching strategies in the architectural design in the Faculties of Engineering in Palestinian Universities are Discussion strategy, critical thinking, Brainstorming strategy, and direct teaching strategy. Programmed instruction and Intensive course strategies are considered the least used.

Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?

Artificial Intelligence (AI) applications in arts and design have beengrowing in popularity in recent years. Numerous AI program applications arepublicly available, both commercial and open source, offering a chance to convertthe textual description of a design or context into original content images. Whilemany research projects tackled AI use in architecture since 2015, there seems to bea lack of empirical evidence of its use in Architecture education as a tool for conceptgeneration. An experimental architecture design course took place in Fall 2022where 34 students utilised AI programs in the conceptual design phase to produceoriginal content images from narratives to help students generate concepts for theirbuildings. The designs of the experimental student groups are compared to anothercontrol group of 50 students which use more traditional conceptual design methodson a similar project in the same semester. This paper aims to highlight theopportunities and challenges of using AI tools in the concept generation phase inarchitecture design education by measuring their effectiveness to increase creativityin form finding. With the use of recent literature in architecture learning theoriesand pedagogies, this experimental approach will be critiqued to provide furtherinsights into AI’s role in architecture education.

Conceptual framework of open and distance learning (ODL) for studio-based architectural design courses

In March 2020, distance education was enforced as a proactive procedure to diminish the spread of the coronavirus. As a result, instructors of advanced and basic design courses were obligated to teach remotely. The emerging virtual studio culture and the unplanned experience need assessment and evaluation, as they may mark a shifting momentum to develop architecture education in unprecedented ways. A large body of research on online education has paid immense attention to the definition of distance and online learning, their types, and their efficiency. The aim of the research is to propose a conceptual framework of open and distance learning (ODL) for studio-based architectural design courses. This research explores various aspects that contribute to the success factors of ODL for studio-based architectural design courses which then forms the fundamentals to develop the conceptual framework of ODL for studio-based achitectural design courses to improve the quality of teaching and learning process. This research is significant in enhancing the effectiveness of ODL and the teaching and learning of studio-based architectural design courses. This research will use a content analysis method approach from literature review study to identify the important aspects and success factors for studio-based architectural design courses. The research will contribute in developing a model to enhance teaching and learning experience through the ODL approach in the studio-based architectural design courses where high focus interactivity between teachers and learners is inherently unique. Overarchingly, this research provides insights on ODL as a future direction in teaching architecture.

Post-pandemic adopted learning approach to promote architectural education: statistical approach

PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.

Nature-based extended reality for inclusive learning in environmental design

As inclusive learning gains importance in higher education, can online education help make the virtual experience of nature and design in nature available to all? Too often, outdoor experiences such as field trips require resources beyond the reach of some students. But through the use of virtual reality headsets and related technologies, extended reality (XR) can create virtual nature-based educational experiences for all students. This is particularly important in environmental education, which centres on design for and understanding of natural environments. This paper proposes innovative online learning strategies and technologies in nature-based extended reality (NXR) courses for inclusive learning in environmental design. It describes the author’s planning of a NXR graduate architectural design course. It also offers a framework for structuring the ideas, activities and resources required to offer such NXR courses in an environmental design curriculum. A pilot NXR course has taken place in autumn 2022. Later publications will discuss the results of this experiment and evaluate its success. The pilot course is a graduate seminar in the author’s College of Design that has been taught for eight semesters. The pilot course can provide valuable lessons transferable to all of the design studio courses that form the backbone of a learner’s educational experience in the college. The pilot project is intended to create interactive, immersive, virtual experiences to all students on the course. NXR will allow the students to not only visit the site of a building design project and interact with design clients virtually, but also enable the students to design the project collaboratively in a virtual reality environment. This can be achieved without requiring students to buy or rent expensive equipment. More importantly, NXR learning makes these experiences available to all students regardless of ability and resources.