Architectural Education Research Articles

Exploring the Potentials of Artificial Intelligence Image Generators for Educating the History of Architecture

The rapid integration of Artificial Intelligence (AI) tools, specifically text-to-image generators, across various domains has had a profound impact on numerous fields. Despite this, the potential applications of AI image generators in architectural education, particularly in teaching the history of architecture, remain underexplored. This research aims to uncover the possibilities of utilizing AI image generators, with a specific focus on the capabilities of Leonardo AI, to enhance communication and engagement. This study employed an experimental methodology to investigate how the integration of AI image generators in education on the subject of “History of Architecture” promises to elevate the learning experience, offering new perspectives, visualizations, and interactive tools. Two workshops were conducted with university students to explore AI image generators’ potential applications in architectural history education. The first workshop utilized an iterative approach, while the second aimed to assess students’ analytical skills. The ultimate objective was to determine the capabilities of this tool and stimulate discussions regarding its potential future implementations. Following the workshops, online questionnaires were administered to students, and interviews were conducted with educators. The findings of this research underscore the need for validating AI-generated images, establishing guidelines to prevent misuse, and designing tailored AI tools for History of Architecture courses, thereby paving the way for further advancements in architectural history education.

Impact of Virtual Learning on Architectural Engineering and Education: The Pandemic Lockdown in Saudi Arabia

Impact of Virtual Learning on Architectural Engineering and Education: The Pandemic Lockdown in Saudi Arabia

Constructing an Educational System for Architectural Practice Teaching in the Context of Higher Quality and Enriched Employment Opportunities: A Case Study of Xi'an Siyuan University

The practical education system is also a crucial part of the education and teaching of architecture. Based on the OBE concept, this article takes the architecture major of Xi'an Siyuan University as an example to analyze the problems in the current practical education system under the background of high-quality employment from four aspects, and to improve the construction of the practical education system for architecture. Measures to improve the implementation of practical teaching and education system are listed from five aspects, to enhance students' practical abilities and innovative awareness, and to achieve the goals of talent training programs. Efficient connections between schools and enterprises are established, laying a solid foundation for achieving high-quality employment for students and providing strong guarantees for cultivating applied talents.

Neurocognitive responses to spatial design behaviors and tools among interior architecture students: a pilot study

The impact of emotions on human behavior is substantial, and the ability to recognize people's feelings has a wide range of practical applications including education. Here, the methods and tools of education are being calibrated according to the data gained over electroencephalogram (EEG) signals. The issue of which design tools would be ideal in the future of interior architecture education, is an uncertain field. It is important to measure the students’ emotional states while using manual and digital design tools to determine the different impacts. Brain-computer interfaces have made it possible to monitor emotional states in a way that is both convenient and economical. In the research of emotion recognition, EEG signals have been employed, and the resulting literature explains basic emotions as well as complicated scenarios that are created from the combination of numerous basic emotions. The objective of this study is to investigate the emotional states and degrees of attachment experienced by interior architecture students while engaging in their design processes. This includes examining the use of 2D or 3D tools, whether manual or digital, and identifying any changes in design tool usage and behaviors that may be influenced by different teaching techniques. Accordingly, the hierarchical clustering which is a technique used in data analysis to group objects into a hierarchical structure of clusters based on their similarities has been conducted.

About the published content on each section

About the published content on each section

The architecturing of modern love and the architecturing of modern architecture: revisiting ‘Huiyin Lin’

The ‘birth’ of Chinese modern architecture coincided with the beginning of the advocation of ‘modern’, ‘free’, and ‘true love’ as the country moved away from the feudal system in the early twentieth century and its population began rebelling against the conventional practice of arranged marriages. Huiyin Lin, allegedly the first Chinese female architect, became a nexus of this paradigm shift. Constructed as the ultimate lover — a reputation supported by the stories about her relations with the poet Zhimo Xu, the architect Sicheng Liang, and the philosopher Yuelin Jin — she was further romanticised and popularised in TV dramas, among other forms of storytelling. Meanwhile, as a member of the first generation of Chinese architects in the modern period, she contributed to the founding of the discipline and the pedagogy of modern architecture in the country. Instead of applying reductive labels and pinpointing a straightforward case of the objectification and fetishisation of women, or of the demeaning of their professional value through a focus on their personal romantic life, this paper presents both aspects of Lin's life as intricately entwined, drawing no dichotomy between private and public, romance and profession. By reflecting the interweaving of the construction of love and of architecture, and their intersection with gender constructs in the decolonising China in a global context from the 1920s on, through the material event of ‘Huiyin Lin’ — the life of a holistic person, the histories of a name — the reformation of both love and architecture becomes possible.

Integrating Machine Learning in Urban Pedagogy: Addressing Homelessness in Skid Row

This paper investigates the application of machine learning in urban and architectural education, with a focus on addressing homelessness in Skid Row, Los Angeles. It presents a case study of an urban design studio utilizing data-driven methods to propose transitional housing solutions, emphasizing the importance of design in the context of social justice. The study explores the use of machine learning and digital cartography for a detailed analysis of Skid Row’s dense homeless population, offering students a thorough insight into urban challenges. The research also identifies the complexities involved in integrating these technologies into educational frameworks, including issues with data accuracy, technical hurdles, and ethical considerations. The paper concludes by advocating for an interdisciplinary, data-informed, and socially conscious approach in architectural and urban design education, highlighting its necessity in preparing students to effectively tackle contemporary urban problems.

Introduction and Demo of Virtual Reality Technology to Initiate Active Learning in Architectural Design

Architectural education is adapting to the demands of efficient, technology-driven practices, with virtual reality (VR) emerging as a critical tool in bridging communication gaps between architects and clients. This study, conducted by lecturers at Institut Teknologi Indonesia, focuses on their experience implementing VR technology in the High-rise Building Technology class. The initiative spans four sequential stages, with the introduction and demo executed hybridly (online and offline). The authors emphasize the importance of knowledge induction and firsthand demonstrations to familiarize students with VR. Notably, external instructors proficient in VR technology participate in the program. Student engagement and enthusiasm are evident, with offline demo attendance surpassing the online VR introduction seminar. The COVID-19 pandemic has affected students' motivation to learn, and the hands-on VR experience is a revitalizing approach. The two-way interaction between instructors and students enhances interest in in-person attendance. The authors advocate for the continued development of this experience in architectural education, promoting an active learning system using VR across various courses. The paper underscores the potential of VR technology to invigorate architectural education and enhance student engagement in the post-pandemic learning landscape.

Generative Artificial Intelligence to Enhance Architecture Education to Develop Digital Literacy and Holistic Competency

This research investigates the impact of Generative Artificial Intelligence (GenAI) on digital literacy development and holistic competencies in Architecture education. The research design focuses on applying GenAI tools such as ChatGPT, Midjourney, BricsCAD BIM, and VR/AR software and their influence on architectural students' overall competencies. This paper uses a mixed research approach combining a case study of Architecture students' progress in a residential revisitation project, using Midjourney, BricsCAD BIM, and VR/AR software, with an online questionnaire survey administered to 350 undergraduate students at two leading universities in Mainland China and Hong Kong in the 2023-2024 school year. This approach aims to deepen understanding of GenAI's influence on conceptual creativity, initiative, self-management, and stress tolerance within a holistic competency framework. The research results indicate that architecture students frequently use GenAI tools during the design concept stage, suggesting their relevance to specific pedagogy in-studio learning and conceptual creativity. Additionally, the findings reveal a potential correlation between frequent GenAI tool usage, improved time management, and reduced anxiety among Architecture students. The results enhance understanding of digital technology in Architecture education while providing valuable insights for future GenAI implementations. The study highlights the potential benefits of incorporating GenAI, emphasizing their role in fostering creativity, effective time management, and stress tolerance among Architecture students.

Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education

Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education

Improving Learners’ Self-Efficacy in Performing Design Reviews with Virtual Reality

Research on the use of innovative technology, such as virtual reality (VR), in Architecture, Engineering, and Construction (AEC) education, has been growing in the past twenty years. However, such research still requires robust investigation, as few studies have adopted educational psychology theories and rigorous methods. Furthermore, most of the research has focused on the cognitive effects of VR and additional research is also needed to investigate the affective effects, such as motivation, engagement, and self-efficacy. This study aims to evaluate the effects of technology decision-making between immersive virtual reality (IVR) and non-immersive virtual reality (nIVR) setups for a learning activity on AEC learners. For this, three hypotheses are formulated and tested on 165 UK students. Based on the results, both the designed IVR and nIVR learning activities had significant positive effects on learners’ self-efficacy and user experience with no significant difference between IVR and nIVR delivery. With this research, the authors contribute to the growing literature on VR implementation in AEC classrooms by showcasing a study founded on educational psychology theory and by using a rigorous research methodology. Furthermore, this study illustrates the effects that IVR and nIVR have on students’ affective learning and opens the possibility of new research in the field.

STUDENT MADE INFRASTRUCTURE IN RURAL CONTEXTS - LA ESTRELLA STEEPLE DESIGN BUILD PROJECT

The Design/Build Methodology in the Education of Architecture is an alternative to traditional and theoretical training where real projects and construction takes place. This paper focuses on a case study from the School of Architecture course “Introducción a la Construcción” at the Pontificia Universidad Católica de Chile. Its main feature is exploration on timber construction through a direct hands-on experience and development of prefabricated built projects. Timber has been used as the predominant building material since it allows to explore concepts of prefabrication, modular coordination, and structural performance. This intuitive design approach is complemented by a low-tech and low-cost solution according to the local context. Recently the course has realigned its focus to community-oriented projects outside the university in a process that entails complex management and technical issues. The project considers a steeple structure commissioned by La Estrella parish and the impact of project´s brief constraints on the timber structure in terms of: design and prefabrication process: brief constraints plus available design tools were applied to on-site and off-site construction methods to allow quick assembly. A participative and iterative process through design and testing of different timber structural components developed by groups of students; management issues: communication, consultants and construction management by the academic staff and students; relationship with community: this process includes participatory design, community engagement and participation. Conclusions drawn from this project show a successful experience of timber building systems applied to this methodology. Built results have exceeded original expectations while the engagement between the student project and the benefiting community constitute a successful experience in the exploration of these teaching strategies. Involvement of students in management process is an aspect that needs further development as a relevant feature to be considered on future off-campus projects.

Towards Sustainable Nigerian Architectural Education

Architectural education comes from a long tradition of technical and artistic apprenticeship which is evolving in Nigeria and around the world. The aim of this study is to examine the relationship between design education (what), learning styles (how) and personality types (who) in a bid to develop sustainable, inclusive teaching strategies for the 21st century and beyond. The quantitative study assessed the preferred learning styles and predisposition for the five genetic personality traits in students of Architecture at the University of Jos, and juxtaposed the findings against their performance in design studio. The study findings showed that Accommodators and Divergers who were the highest performers in design studio were also the more likely to exhibit openness and conscientiousness. Convergers were more willing to accept criticism from their mentors and peers, and Assimilators were more prone to neurosis displayed as fear of disappointment and anxiety when they performed lower than their contemporaries. The study findings encourage continued monitoring of evolving teaching and learning styles, as well as cognisance of students' distinctive personality types to guide educators in developing teaching modules and methods that will be enduring and effective for holistic architectural education.

A Brief Analysis of the Role of Architectural Aesthetics in Chinese Architectural Education from the Perspective of Mental Health

With the progress of the times, Chinese education must enable students to understand that architecture is not only a tool for life, but also an artistic creation. Architectural aesthetics also involves historical, cultural, and social factors, as well as psychological health. To cultivate architects with good artistic cultivation, it is necessary to increase education in art, aesthetics, psychology, and humanities such as traditional architectural theory, Chinese traditional philosophy, Chinese and Western architectural aesthetics, aesthetic principles, Chinese and foreign art history, mental health, architectural geomantic omen, literature, calligraphy and painting appreciation, sculpture, photography, etc. In recent years, some art colleges in China, such as the Central Academy of Fine Arts and the Academy of Fine Arts of Shanghai University, have successively introduced the subject of architecture, which is a great experiment and makes up for the shortcomings of traditional engineering and architecture colleges that focus on technology and light art. In terms of architecture education, it is necessary to cultivate students' creative thinking and enhance their artistic cultivation, and closely unite architectural aesthetics with mental health. In this regard, we are continuously discussing teaching methods, summing up teaching experience, and introducing new ideas to keep pace with the times.

Wellbeing Study in Architectural Design Studio for Generation Z Student

Architecture education is inseparable from the studio, where the students spend most of their study time doing the design process. As the building has a longer lifespan than a student’s study period, the studio may serve cross-generational users. It is important to reassess how students feel while using the same space designed mainly for the generations before them. This research aims to collect the assessment of the studio features, namely physical condition, spatial configuration, flexibility, accessibility, room facility, room performance, and satisfaction, as well as self-assessed well-being by Generation Z respondents. Online questionnaires were given to 80 students during their second year of study in the undergraduate architecture department, as they experienced different studio conditions in their 3rd and 4th semesters. The result is that the students feel more fit with the studio in the 4th semester in every aspect, except the studio’s zone clarity. They assessed the same level of well-being also. Comfortability, ease of interaction, and furniture condition are considered essential for the students, as well as group partners and relations with tutors, to make them comfortable in the Studio.

Teaching Sustainability in Architecture through Collaborative Online International Learning

To confront global environmental challenges, architectural design can play an important role to achieve sustainability. This paper addresses the Online collaborative approach to support the integration of environmental sustainability. It will assess the efficacy of integrating collaborative online international learning exchange (COIL) and cross-cultural dialogue pedagogy into a sustainable architecture studio course to develop students’ architectural and intercultural competencies. In this study 16 groups, each group consists of 3-4 students, from An Najah university in Palestine and Memphis university in USA were involved in shared learning classroom model. Different methods were used to assess the students’ outcomes, such as reflection reports written by the students, the use of new technologies for design and communication, and the outcomes from the architectural design. The results show changes in the students' understanding of different cultures, they improved their communication skills, and their ability to design in different contexts. The findings also underline the importance of integrating COIL into architectural design education to create professionals who are able to design a resilient and sustainable built environment. The paper introduces intercultural dialogue framework and a new pedagogical technique in the field of virtual exchange.

Out‐of‐School Activities in Architectural Education: MUISCARCH International Architecture Students Congress

AbstractThis research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts.

The Intersection of Collegiate Gothic Architecture and Missionary Education: A Case Study of Anderson Hall at Soochow University

This research delves into the influence of Collegiate Gothic style on modern Chinese Christian universities, with a specific focus on Soochow University’s Anderson Hall. Originating from the medieval universities of Oxford and Cambridge, the Collegiate Gothic style underwent a historical trajectory that saw its migration to the United States in the late 19th century. With Western colonization in China, Collegiate Gothic emerged as a tangible expression of Christian missions within Chinese academic institutions. Methodologically, this study employs historical analysis and empirical research to scrutinize factors influencing the choice of Collegiate Gothic style for Anderson Hall, revealing collaborations between Western architects and Chinese artisans. The analysis emphasizes the style’s impact on visual aesthetics and functionality within Anderson Hall. In conclusion, despite China’s disapproval of colonial history, the preservation of Anderson Hall testifies to its adaptability amidst sociocultural changes, serving as a silent witness to transformative moments in Chinese history and architectural technology. This paper underscores the complex interplay of influences on architectural style, particularly the significant role of missionary activities in the style, reflecting religious dissemination and the transmission of cultural values and aesthetic ideals.

İç Mekan Estetik Memnuniyetin Karşılaştırılması: İç Mimarlık Birinci Sınıf ve Üst Sınıf Öğrencileri Arasındaki Farklılıklar

The professions of interior architecture necessitate the integration of both aesthetics and functionality. Therefore, these concepts are deeply embedded in the university education process. The first step on this educational path is taking the basic design studio course which aims students to start developing critical and abstract thinking skills in the design process. It would contribute to the literature to examine how far students are able to develop their aesthetic evaluations in the first year of university education. Therefore, we conducted the study to investigate if there is a difference in aesthetic evaluations of interiors between students who have just started their interior architecture education and students who have completed their first year. Examining how students' aesthetic evaluations for interior design evolve over the course of their interior architecture education provides valuable insights into design education. The results illustrated that there is a significant difference between evaluations of aesthetic pleasure and novelty. The students who finished the first year have less aesthetic pleasure and novelty scores than the students who just started their university education. The first year of education may reduce aesthetic appreciation because basic design education aims to teach students to think critically.

Integrated Interdisciplinary Design. The Environment as Part of Architectural Education

Interdisciplinary architectural design plays a significant role in education and research at the Department of Architecture at the University of Cyprus. Interdisciplinary design with emphasis in technology is applied in the main studio of the final semester of the first three years core studies, whereas the design of the building requires a holistic, integrated development, in respect to the functions, form, structure, construction and energy efficiency. The final fifth year of studies requires a research based design development. Theoretical investigations and a state of the art documentation on specific subjects of interest form the basis for a parallel or subsequent, in any case rather nonlinear development of the design thesis. The analysis of the two main directions of interdisciplinary design, the holistic integrative design and the research based design, applied at different program levels at the Department of Architecture at the University of Cyprus, reveals in terms of the environmental aspects of the design specific similarities and different technological potentialities achieved herewith.