Architectural Design Studio Research Articles

Integrating sustainable development goals into architectural design education: a case study in second-year design studio

PurposeThe main objective of this paper is to investigate how Sustainable Development Goals (SDGs) can be integrated into architectural design education through a second-year architectural design studio experience, exploring ways to create awareness among students regarding SDGs.Design/methodology/approachTo arrive at this aim, a case study has been conducted. In this study, the entire curriculum of the second-year design studio has been specifically tailored to correspond with the SDGs and their three dimensions. This alignment covers all stages of the studio, from concept development to material selection, ensuring a direct association with different SDGs. At the end of the semester, all qualitative and quantitative data obtained from the final project submission of the students and the results of a comprehensive questionnaire that has been applied to students aiming at assessing their awareness of the SDGs were evaluated simultaneously.FindingsThe design studio process during the semester, the data obtained from the final submissions of the students, and the student survey have proved that the integration of SDGs and related targets widens the vision of students and creates awareness not only of environmental issues but also of social and economic sustainability.Originality/valueAlthough there are many studies in literature searching for opportunities to integrate SDGs into the architecture curriculum, there are only a few studies directly using SDGs as the main concept generator of the design studio course. This paper contributes to this missing point in the literature.

Proposing a course schedule for architectural basic design studio guided by Bloom’s Revised Taxonomy

The article moves away from the traditional architectural basic design education methods and approaches it within the framework of the discipline of educational sciences and learning models. The multi-layered education structure transforms into a new learning field under the guidance of Bloom's Revised Taxonomy, which proposes a course schedule for the architectural basic design studio. Taxonomy allowed us to discover the reflections and effectiveness of the interdisciplinary structure of architecture and design in the educational process and to be instrumentalized and used in the context of basic design education. The course schedule proposal presents a flexible schedule outline with the example of an interdisciplinary studio schedule. The trial created within the scope of this study can be appropriately organized for different Ecoles, schools, and values. The paper is significant for its interdisciplinary nature and develops a new discourse using Bloom's Revised Taxonomy. Using Bloom's Revised Taxonomy as a method in the studio has led to a paradigm shift in methodology.

Enhancing Online Learning in Architectural Education: A Virtual Reality Enabled Experiment with Arkio

This study examines the role of Arkio, a Virtual Reality (VR) platform, in facilitating design critiques during online learning in first-year architectural design studios. This research, which was conducted in the wake of the COVID-19 pandemic and a severe earthquake that required a return to remote education, is based on the experiences of instructors who had previously adapted to online teaching during the pandemic. Arkio provides an innovative solution for the preservation of the quality of architectural education by offering an immersive, real-time environment for design feedback, which is essential in the absence of in-person studio sessions. Using a mixed-methods approach that incorporates surveys and qualitative feedback from students, the study investigates the impact of Arkio on students' understanding of architectural principles, participation in design critiques, and overall learning experience. The results suggest that Arkio was generally well-received for its ability to facilitate critiques and enhance spatial understanding. However, students encountered difficulties with the platform's interface, 3D modeling tools, and file integration. The significance of user-friendly design in educational technologies is underscored by the strong correlation between the perceived educational value of Arkio and its usability, as revealed by cross-analysis. The study identifies critical areas for improvement, despite the fact that Arkio has the potential to significantly transform the critique process in architectural education, particularly in an online setting that is influenced by external disruptions. These insights are essential for the continuous adaptation of VR-driven tools in architectural education, particularly as institutions navigate the complexities of post-pandemic and disaster-responsive teaching environments.

A Framework to Enhance Flexible Blended Architectural Design Education

In the last few years, there have been lots of challenges facing the world from pandemics and wars that have raised a series of challenges facing architectural education, which create a challenge for both teachers and students and to which extent they can adapt to the post-digital adaptation period, as well as the future of architectural education in general. Architecture and design environments mainly require face-to-face learning and teaching techniques that depend on the interaction between the student and the teacher, where application and practical education take place. Furthermore, studio-designed spaces provide solidarity, positive energy, and motivation for students. Therefore, activating the distance learning process that affect the architectural education strategy and directed institutions and teachers to the necessity of flexibility and adaptation as a part of the structure of architectural education curricula. this study is a humble try to evaluate the role of blended learning experiences incorporating architectural design programmes that were first applied after the last pandemic. It focuses on the importance of flexible architectural education through the overlap between the traditional studio and the virtual studio to achieve a positive experience for students and staff members. This is done by observing a design studio procedure during a blended learning period and with the help of a questionnaire for a diverse number of students and faculty members on the subject of architectural design at one of the Egyptian universities that host the architecture department. It is conducted for the purpose of flexible handling through the integration of distance learning with architectural design education in relation to the era of pandemics, the digital age, and the like in the future. The research contributes to developing a future framework that enhances the flexibility of architectural design education, supports self-education, and turns the architectural design studio into an opportunity for reproduction and renewal.

Assessing Student-User Experience in Building Design Studios Using Advanced Intelligent Tools: A Pilot Study at the University

Recent advancements in technology have revolutionized various fields, including architecture education. However, studies exploring immersive realities in architectural design studios remain limited. This research addresses this gap by conducting a pilot study at the Architectural Engineering Intermediate Design Studio, which thoroughly explores the use of Virtual Reality (VR) to help architectural students enhance their design skills, detect design flaws and clashes between different systems, and provide valuable insights for the advancement of architectural education and practice. The study will adopt a qualitative methodology that utilizes in-depth interviews conducted with the students while they explore their designs using VR hardware. The research findings revealed the effectiveness of VR in identifying the following: Enhancing the visualization of design challenges, providing a comprehensive building assessment, and holistically detecting design qualities and system integration problems. The pilot study recommends integrating the use of VR into the curriculum of the intermediate design studio level at the University. The research findings will contribute to the current knowledge base and guide future advancements in immersive design technologies.

Embracing sustainable development goals in B.Arch. design studio curriculum guideline through framework

PurposeThe Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs.Design/methodology/approachModels, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation.FindingsFinally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability.Originality/valueDespite the emphasis on SDGs in the present scenario, the “Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020” does not include or mention SDGs as a key aspect (Architecture, 2020).

Investigating daylighting quality in educational spaces following building renovation

Abstract Daylighting is essential to the well-being of occupants in educational spaces. It increases students’ performance and provides an opportunity for achieving energy efficiency, as well as indoor visual and thermal comfort. However, daylight performance is rarely accounted for when taking decisions attributed to building renovation. This results in increased or decreased daylighting lighting levels and glare which jeopardizes the functional requirements of the space. Hence, this study adopted a mixed qualitative/quantitative approach to compare two recently renovated educational spaces (architectural design studio drawing halls) in terms of the effect of renovation activities on daylighting and visual comfort, noting that both spaces were located in the same building and subject to similar prevailing climatic conditions. This included a sequence of site measurements, surveys and simulations. The results showed great variation between both studied spaces in terms of daylight efficiency and visual comfort. Some design proposals were tested in order to deduct learnt lessons for proper accounting of daylight during building renovation plans.

An insight into architectural design studio education space from a "time" perspective

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.

A Pedagogic Approach Serving Inclusive Design

This paper presents an architecture teaching approach intended to final year architecture students, which is based on a human-centered design perspective, while respecting environment in all its compounds. The present work claims, as a hypothesis, that to design inclusive projects, it is worthy to develop in future architects’ capacity to analyze and reconcile both environment requirements and users’ needs as well. The large array of environment key elements and the complexity of users’ global apprehension, make it crucial for the future architects and urban planners to control the appropriate set of analysis methodologies and put to contribution the most efficient design tools. The pedagogical approach we deal with in this article, educates students in empathy, listening, and developing an open-mindedness that according to this study, allows them design better inclusive spaces. I am adopting such a vision for several years now, and I am experimenting pedagogical strategies and tools accordingly, either within the final year Architectural Design Studio I share with other colleagues, or during the Seminar I offer to the same audience. In trying to subscribe to a perspective of action research and reflexivity, I chose to present in this paper the analysis of four architectural dissertations addressing inclusive design concerns. This analysis aims to fathom how experienced analysis tools, such as SWOT grid, urban transect and qualitative social survey, as well as design tools, such as sequential approach of space, functional analysis and value creation tools, may help final year architecture students better analyze and design inclusive projects.

XR Experience in Architectural Design Studio Education: A Systematic Literature Review

Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.

Investigating collaborative learning in architectural design studios from the instructors’ perspective

PurposeThis paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.Design/methodology/approachSemi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.FindingsThe study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.Practical implicationsThe instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.Originality/valueThis study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.

Structural literacy in architectural studio learning

ABSTRACT Architectural education encompasses a multidisciplinary curriculum including design, theory, history, technology, environmental considerations, urban planning, social aspects, and professional practice. This study aims to investigate the extent to which students can effectively integrate structural concepts into architectural design. This examination takes place within the framework of a third-year architectural design studio course, where students advance their design processes with input from architectural design instructors and experts in structural concepts. To facilitate this endeavour, a simple visual screening form was introduced to aid in the learning process. The study utilises a newly generated survey, namely ‘Structural System Control Form’, which is inspired by the rapid visual screening forms, to assess the students’ comprehension of structural concepts during a 14-week architectural design studio. Employing a descriptive and correlational research approach, the study assesses the effectiveness of this integrated strategy in enhancing the students’ understanding of structural principles. The findings revealed a notable development among students who participated in the integrated approach, highlighting the value of feedback and evaluation from instructors versed in construction. Furthermore, the use of simplified structural models in students’ projects improved their understanding of structural concepts and their ability to incorporate them into their architectural representations.

COMPARATIVE STUDY OF SOFTWARE PREFERENCES AND BUILDING TYPOLOGY IN ARCHITECTURAL DESIGN STUDIO

The developments of information technology have affected architectural education methods significantly, especially in the usage of architectural design softwares throughout the design process. Proficiency to operate certain software has become one of important considerations in professional architectural practice, because such skill will affect the whole process and outputs. With excellent skill, one can visualize and communicate design more effectively, rather than other individuals that use more updated software features but still learning to operate them. On the other hand, the learning process in architectural design studios always has a theme that can be classified to certain building typologies. This research aims to study the relation between building typology and software preferences in each design stage, from students point of view. The targeted students are the ones in third and fourth year of study, where the digital media are utilized in the studio process. The data obtained from questionnaires will be analyzed further using descriptive and correlational analysis. The findings from this research will serve as an input for the development of architectural education curriculum, regarding the most relevant and beneficial architectural software in each design process, from students' preferences.

Can We Talk about Degrowth, Yet?

Degrowth entails the downscaling of material and energy throughput of high-income societies in order to mitigate the metabolic rift between geographies of capital accumulation and the vast territories and populations whose resources they unsustainably consume. It calls for a convergence between “imperial modes of living” and regimes of structural scarcity, and for the need to lower total global energy consumption while reducing gradients of inequality. This article posits the architectural design studio as a significant pedagogical space for exercising a close accountability of energy and material flows as a practice of resource management that demands negotiating the physical limits to growth with distributional social justice.

Integrative Design Process for Regenerative Sustainability: A Framework for Architectural Design Studios

Integrative Design Process for Regenerative Sustainability: A Framework for Architectural Design Studios

EVALUATION OF INTERACTIVE SPACES FOR ENHANCED LEARNING IN ARCHITECTURE DEPARTMENT BUILDINGS IN NIGER STATE, NIGERIA

The design studio is still the focal point of curricular programmes in architectural faculties around the world, and it is regarded as the gold standard for architectural design education. However, the architecture studio's primary role in the existing academic framework of architectural education needs to be reconsidered. As a result, a shift to architecture studio design is required to create an environment that delivers an immersive and collaborative feeling of setting for studio users. The job of architecture is to build and develop places that fulfil the demands of architecture users and the usage of spaces by different individuals and groups of people, just as an architecture design studio is considered as a learning environment and usually a location where interactions occur. This study investigates the methodologies and goals of architectural design for open space facilities that relieve stress in learning environments such as those found on university campuses in a compact urban setting. The literature reviews, along with expert input, indicate strategies for integrating sustainability as the foundation for achieving a functional institutional environment structure for Nigerian schools of architecture; thus, this serves as the foundation for the development of a questionnaire to collect relevant data. Improving quality and service delivery through better interactive space organisation. The findings suggest that architects should incorporate sustainable building areas into their theoretical preparation. According to the study, it is critical to set standards for an alternative design approach that is user-centered while also strengthening the training of student architects by creating more interactive spaces.

Integrating Extended Reality in Architectural Design Studio Teaching and Reviews: Implementing a Participatory Action Research Framework

Integrating Extended Reality in Architectural Design Studio Teaching and Reviews: Implementing a Participatory Action Research Framework

Examining the factors influencing students’ productivity in architectural design studio of governmental Jordanian universities

PurposeThis study aims to determine, examine and rank the factors/subfactors that may influence the students’ productivity through different design phases inside the architectural design studio. In addition, it examines the relationships/interrelationships between these factors and students’ educational level.Design/methodology/approachThis research used different research methods: literature review, semi-structured interview and questionnaire (n = 420), and different statistical analysis methods: descriptive, comparative and Pearson r correlation analysis.FindingsThis research found that physical and administration factors significantly influence students’ productivity, followed by social and psychological, design and operational, personal and natural environmental factors. Additionally, thermal comfort was the subfactor most affecting the students’ productivity through all design phases. This research found that there were significant strong/very strong positive linear relationships/interrelationships between the student’s education level and all the factors that may increase the students’ productivity (r > 0.647), and between all the factors that may increase the students’ productivity (r ranged between 0.521 and 0.873). The factors affecting students’ productivity in the architectural design studio must be considered as a pool when designing architectural spaces.Practical implicationsThe research findings provide the stakeholders, researchers, architects and facilities managers in architectural education with information on improving students’ productivity and enhancing the learning experience that positively affects their confidence and well-being in the design studio. In addition, this research provides information to develop guidelines for evaluating, designing and/or improving design studio environments that facilitate students’ productivity.Originality/valueThis research provides valuable insights into the students’ productivity during design study and how to prepare students for future professional roles, increase their involvement in their design development process and improve the quality of design education. The productivity of the architectural design students during the design studio hours plays a significant role in improving the architectural learning process. Enhancing students’ productivity during design studio hours promotes their design skills and future abilities of a problem-solving approach, which enhances the profession, provides an effective and comfortable student work environment, reduces the students’ stress inside the design studio and meets the students’ physical and emotional needs.

Optimization-based design exploration of building massing typologies—EvoMass and a typology-oriented computational design optimization method for early-stage performance-based building massing design

In the past decade, there has been an increasing recognition of the role of computational design optimization in early-stage performance-based architectural design exploration. However, it remains challenging for designers to apply such optimization-based design explorations in practice. To address this issue, this paper introduces a design tool, called EvoMass, and an associated design method that facilitates design exploration for building massing typologies in performance-based design tasks. EvoMass is capable of offering architects design options reflecting performance-related building massing typologies for the design task, without necessitating advanced computational design skills. More importantly, it can provide architects with insights into the underlying performance implications, thereby enhancing early-stage performance-based design exploration. EvoMass and its associated design method overcome the limitation in the conventional typology-first-optimization-second design procedure adopted by most existing tools, and it promotes a typology-oriented design exploration method of using computational optimization in performance-based architectural design. To demonstrate the efficacy of EvoMass, case studies derived from architectural design studio tasks, incorporating daylighting, solar exposure, and subjective design intents, and the result of a user survey are presented, which highlights how EvoMass and the performance-based design optimization and exploration can enable architects to achieve a more performance-aware design.

Enhancing Assessment Methods in Architectural Design Studio: A Proposal for Criteria-Based Evaluation

Enhancing Assessment Methods in Architectural Design Studio: A Proposal for Criteria-Based Evaluation