Architecture Students Research Articles

The Role of Spatial Ability in Academic Success: The Impact of the Integrated Hybrid Training Program in Architecture and Engineering Higher Education

Spatial ability (SA) is a critical cognitive skill across various disciplines, particularly in architecture and engineering. This research, comprising two main studies, investigates the relationship between SA and academic performance among first-year students. The first study examines the impact of the targeted Integrated Hybrid Training (IHT) SA intervention on the achievements of two main groups: engineering (electrical, software, and chemical) students and architecture students. The results indicate that, while the intervention significantly improved SA, the impact on academic performance varied. Architecture students, whose curriculum relies heavily on spatial reasoning, showed significant gains in courses such as studio design, with higher SA scores correlating with improved grades. Engineering students exhibited SA improvement without corresponding gains in the first-year core courses like calculus and physics. The second study focuses on architecture students who did not receive the intervention, revealing a strong positive correlation between inherent SA and success in architecture-specific courses. Correlation coefficients (r) ranged from 0.46 to 0.67, with adjusted p-values between 0.007 and 0.024, underscoring SA’s importance in architecture. These findings suggest that integrating SA training into architectural education can enhance academic performance, while disciplines might benefit from specialized SA training introduced or expanded in later years. This research contributes to educational theory by demonstrating SA’s impact across disciplines and supports the development of customized SA training programs. Future studies should explore long-term benefits, advanced SA training technologies, and individual differences in response to spatial interventions, providing insights for curriculum development in spatially demanding fields.

Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Human-centered systems thinking (HCST) can be seen as a promising enabler of effective Industry 5.0. This study primarily examined whether architecture students consider themselves systems thinkers and how this affects their design thinking, digital competency, and engagement in sustainable and inclusive design practices. Next, this study also examined the students’ HCST profiles, their stability, and the roles of digital competency, design thinking, motivation, and risk propensity in human-centered design. Using a person-oriented approach and cluster analysis, a sample of Polish architecture students from three universities (n = 208) was classified based on their self-perceived HCST ability. Three profiles were identified, namely high, average, and low HCST. A multivariate analysis of variance (MANOVA) revealed that the HCST profiles differed significantly in terms of design thinking and digital competencies, while multinomial logistic regression (MLR) analysis revealed that perceived intrinsic motivation predicted that students would be more likely to have a high HCST profile. MLR also revealed an undefined role of risk propensity in the context of HCST in inclusive and sustainable architecture design education. The findings indicate that it is essential to recognize and support students with low HCST throughout their education. It is also suggested to change the focus of architecture study programs to promote students’ systems thinking, and to encourage course designers to create novel and tailored technology-enhanced integrated human-centered design and systems thinking.

Challenges and Strategies for the Sustainable Architectural Education in the Context of Post-Urbanization and Climate Change

The transformation of urbanization patterns due to the pandemic and climate change have significantly reshaped construction market demands, presenting substantial challenges to current architectural education (AE) models. In order to address these challenges and propose effective reform strategies, this study utilizes questionnaires and expert interviews to gather perspectives from architecture students and professionals in a Chinese university. The findings highlight three main issues in AE: (1) misalignment between talent development stages and educational goals; (2) slow updates to curriculum content, leading to lagging behind the needs of times; and (3) inadequate integration of curriculum design with practical application, coupled with excessively lengthy academic programs. To address these challenges, the study proposes the strategies: (1) adopting multi-objective and multi-track approaches for educational goals; (2) reducing length of programs and implementing flexible academic structures; and (3) developing curricula that integrate knowledge with practice. This research offers valuable insights for reforming architectural education within the framework of sustainable development, emphasizing the need for educational goals, curriculum, and cultivation system to evolve to meet the demands of modern practice and development.

Beyond functionality: topographical complexity as a driver of aesthetic value in urban green infrastructure

Cities face growing challenges from stormwater: flooding, pollution, and habitat loss. Green infrastructure offers solutions, yet the aesthetic dimension is often overlooked. This study introduces the Buras Beauty Scale for objectively assessing the beauty of wetland configurations and emphasises its integration into green infrastructure projects. Our methodology involved surveying diverse groups, including non-architecture students and non-traditional architects, who perceived higher beauty in wetland configurations compared to traditional architects and architecture students (mean beauty scores: 7.8 and 7.5 vs. 6.2 and 6.4, respectively). Statistical analysis revealed a strong correlation (r = 0.731, p < 0.05) between beauty assessments and Shannon-Weaver entropy, highlighting the importance of topographic diversity. We also observed that higher beauty scores correlated with greater consensus among respondents, as evidenced by a decrease in the coefficient of variation from 0.52 to 0.34. Multicriteria analyses, integrating beauty with functionality, identified optimal wetland configurations for urban landscapes.

Knowledge and Skills of Senior Architectural Design Students in China: A Channel for Enhancing Future Career Readiness

This chapter presents the findings of the study regarding the assessments of senior architectural design students' knowledge and skills from the perspectives of both the students and employers. The aim is to provide a comprehensive overview of the respondents’ evaluations in various domains critical to architectural education and practice. This paper adopts descriptive quantitative with qualitative data to study the knowledge and skills of architectural design students from different perspectives of architectural design students and design firms (employers) to address deficiencies in key areas of architectural education and practice. In terms of knowledge level evaluation, architectural design students and architectural design companies (employers) evaluate key areas such as design skills, technical knowledge, theoretical understanding, sustainable development awareness and communication skills, and their degree is at a medium level (I). In terms of skill level assessment, architectural design students and architectural design companies (employers) evaluated specific abilities in design skills and creativity, technical ability, project management, sustainable design, and communication and presentation skills, and their levels were at the proficient level (P). evaluate the knowledge and skills level of Chinese architectural design students and develop a corresponding professional improvement plan.

Environmental Design Teaching with the Integration of Traditional and Modern Techniques

Background: Environmental management considers the architecture in design, planning, programming, or manufacturing. It intends to create places that recover the cultural, social, ecological, and physical architecture of certain locations. However, traditional teaching methods are indeed employed. Modern technologies serve as supplemental tools. The current method of instruction is a step toward contemporary technology.Objective: Examining environmental design training using conventional and contemporary techniques was the aim of the study. Method:We collected survey data for this investigation. 400 students completed and submitted the questionnaire. Statistical Package for Social Sciences (SPSS) software was used to present the data. The research examines well-known visualization tools and traditional contemporary presentation techniques.Result: According to the study, architecture students rated modern technologies more satisfactory than traditional methods, indicating higher quality facilities and services. Modern technology in Environmental Design Teaching enhances learning experiences by reducing time consumption (65%), increasing efficiency (85%), offering flexibility (65%) and improved visualization (90%), and facilitating better documentation (80%), leading to higher student satisfaction (87%).Conclusion: Integrating traditional and modern architectural design techniques enhances learning experiences and efficiency, resulting in more effective and innovative design solutions through advanced tools and methods.

Investigation of the Effect of Parametric Patterned Façade and Resulting Daylight Illuminance on Students’ Mood and Task Performance in Architecture Studio-Based Tutoring

Parametric design is one of the thriving contemporary architectural treatments that not only has an influence on the design of building envelopes but is capable of affecting the users physically and psychologically. The efficiency of the daylight resulting from the facade is greatly affected by the envelope’s perforation shapes, sizes, and distribution. This research builds upon a prior study which investigated the effect of Parametric Patterned Façade on daylight performance, quality, and visual comfort concluding with the choice of the highest-performing pattern for daylight metrics. The chosen pattern is the “Triangles Pattern” which was put in situ where the field experiment took place. The current study analyzed the effect of illuminance, and illuminance distribution resulting from the parametric patterned facade on architecture students’ mood and task performance in the setting of an architecture studio-based tutoring. Both quantitative and qualitative research methods were adopted; quantitative through the utilization of a Spatial Ability Test to assess students’ task performance, and qualitative through a self-reporting mood assessment, and subjective daylight perception questionnaire. The analysis was conducted through three types of tests to investigate the research hypothesis; statistical analysis of hypothesis (t-test), PANAS schedule for mood assessment, and comparative analysis of the subjective questionnaire between the base case condition and the parametric patterned façade condition. The results of paired sample study indicated that the students’ performance was enhanced after the exposure to the second condition (PPF condition) over the first (BC condition). Also, for the NA assessment, both PANAS assessment and t-test analysis results showed a difference in means between the two conditions indicating that there was an enhancement of the NA. Finally, a framework is proposed for the utilization of a Parametric Patterned façade in an educational setting. The implications of this experiment inform architects of the importance of daylighting techniques to enrich the educational environment, and how to establish a research methodology for the enhancement of daylight design using both technical and psychological approaches.

Experiencia didáctica para el estudio y valoración de la Arquitectura Vernácula guatemalteca

The didactic experience for the study and valoration of Guatemalan Vernacular Architecture consists of a series of academic activities in progressive phases, which introduce this type of architectura in danger of extinction to 4th grade students of architecture at the Rafael Landivar University, in the course: valoration of architecture and territory. Students are progressively immersed in the topic, from the bibliography to field visits, endingin the scale representation of an architectural model. This experience allows participant to learn about architecture, its compositional elements, its construction technique and materials, all whitin the framework of the appreciation of material and intangible cultural heritage. ILIA: Investigaciones Latinoamericanas en Ingeniería y Arquitectura, No. 01, 2024: 75-78.

Construction Education through Virtual Reality: A Game-based Approach for Interior Architecture Students

This study investigates a novel method of instructing interior architecture students on building specifics pertaining to walls by utilizing the combination of virtual reality (VR) and game-based learning. The creation and application of a virtual reality game called "VR ConstructED," which aims to improve knowledge of wall construction methods, materials, and design consequences, is the study's focus. This project intends to improve students' understanding of wall-related construction elements and their applicability in real-world circumstances by utilizing the immersive and interactive properties of virtual reality technology in conjunction with gamification methods. Through a case study involving academic staff and students at Bahçeşehir University, the efficacy of this pedagogical strategy will be assessed. Using a mixed-methods approach, the study collects quantitative data from surveys and qualitative data from semi-structured interviews. These questionnaires will evaluate the academic performance, contentment, and VR game participation of the students. The main goal is to clarify the advantages and difficulties of using virtual VR to teach construction features, such walls, so that curriculum designers and teachers may make informed decisions. Additionally, by illustrating how gamification and the integration of VR technology may greatly improve student engagement and academic achievement, this study hopes to contribute to the larger area of design education. The results of this study are anticipated to add to the body of knowledge in architectural education and stimulate more research into specific VR applications for design pedagogy.

Soundscape Architecture: conceptual proposals for improving the urban soundscape through building in Fort Lauderdale, FL

Architecture students from the University of Florida School of Architecture developing architectural and planning strategies in response to citizen generated initiative to improve the soundscape at multiple locations in Fort Lauderdale Florida. Site analysis including citizen participation in sound walks, personal observations, photo documentation, precedent studies, acoustic measurements, geographical measurements, and municipal code studies was conducted. This information informed conceptual and schematic design proposals for urban architecture (buildings), at critical locations in the urban fabric that seek to provide strategies toward improving the soundscape while supporting high residential density, mixed-use, entertainment, and transit. The work includes 11 student project proposals spanning two academic semesters. The work illustrates integrated design proposals addressing aspects of urban soundscapes such as: vertical distance as effective sound abatement strategy; buildings as acoustic buffers from transit or noisy streets; building envelope systems that both limit sound transmission and absorb sound; sound diffusing buildings; parking or limited occupancy program as buffer spaces; and land development code adoptions that can facilitate future implementation of effective soundscape improvement strategies. This paper will demonstrate the design process, issues of concern, prioritization of issues per specific sites, and show illustrations to visualize a range of soundscape strategies as architecture.

Mechanical noise for architectural students

Noise control of mechanical equipment is one of the requirements established in energy certificates (LEED, BREEAM, WELL, etc.) as well as in different design standards or national codes. At the Higher Technical School of Architecture of Madrid, Technical University of Madrid (UPM), several courses are offered to students on the design of mechanical systems, from the selection of the equipment, its location, distribution, and its integration with the architecture. Its acoustic implications are not explained in any course. During the last year of the degree, in the course "Proyecto de instalaciones", (Technical Equipment Design) students are asked to fully integrate the building services (heating, cooling, ventilation, fire safety, emergency signals...) in one building designed by their own, and for the first time a 2-hour masterclass on mechanical noise for architects has been organized. In it, the main noise sources, design recommendations and the most common ways to attenuate and control it are addressed. The aim of this work is to share the learned experiences and discuss the next steps to be taken.

Fantasy composition as a means of forming the artistic culture of architecture students

The article deals with the problem of the formation of the artistic culture of architectural students in the process of performing a fantasy composition. The authors consider the possibilities of developing these qualities when mastering the main professional disciplines of Drawing and Painting and coloristics in accordance with the standard of higher education. During the analysis of the literature, the authors consider the concepts of fantasy and composition, clarify the concept of fantasy composition, identify effective ways to form the artistic culture of architecture students using effective methods such as associative exercises, exercises for the transformation of forms and images, stylization and creation of a decorative image; creative tasks and projects to create fantasy compositions on various topics.

Awareness of Green Architecture Importance Among Post and Undergraduate Syrian Students of Architecture and Civil Engineering

Awareness of Green Architecture Importance Among Post and Undergraduate Syrian Students of Architecture and Civil Engineering

Innovative Approaches to Architectural Education: Metaverse Technology and Learning Resilience

Abstract Amid the pandemic, learning architecture online has led to heightened stress and anxiety. To mitigate these challenges, a resilient learning model is imperative. Taking Atma Jaya University Yogyakarta (UAJY) as a case study, the paper explores the impact of the COVID-19 pandemic on architecture learning, highlighting the challenge present in online architecture education. Recognising the need for resilience, the study suggests integrating virtual reality (VR) and metaverse technologies to enhance educational quality. It identifies substantial differences between online and virtual space learning, emphasising the necessity for specific design criteria in long-distance studio education. The research presents a mixed-method approach, utilising VR headsets for a prototype evaluation with five experts/lecturers and 20 architecture students. Quantitative data collected through the User Experience Questionnaire (UEQ) and qualitative insights from structured interviews reveal positive effects of metaverse adoption on learning experiences, notably reducing stress and anxiety. The study concludes by proposing virtual space design criteria, serving as guidelines for creating more engaging, stimulating, and creative learning environments. These criteria align with Sustainable Development Goal 4, promoting increased ICT skills among youth and adults and showcasing the potential of technology in transforming architectural education amidst global challenges.

Implementing the Integrated Climate Data Analysis through Hands on Experiments and Jigsaw Methodology to Enhance the Attainment of Learning Outcomes in the Climate-Responsive Architecture Course in Architectural Education

Abstract : As climate change poses unprecedented challenges to the built environment, architectural education must adapt to equip future architects with the necessary knowledge and skills to design climateresponsive buildings. This research explores the implementation of an innovative pedagogical approach in the climate-responsive architecture course, aimed at enhancing student’s learning outcomes through the integration of climate data analysis, hands-on experiments, and the jigsaw methodology. The study focuses on a cohort of architecture students engaged in a semester-long course specifically designed to address climateresponsive architectural concepts and principles. The results suggest that the integrated approach significantly improves student’s comprehension of climate-responsive architectural design principles and their ability to apply these principles to real-world design scenarios. The hands-on experiments and collaborative learning encourage participation, critical thinking, and creativity, while the jigsaw methodology encourages an interdisciplinary understanding of varied climate scenarios.The findings of this study contribute to the ongoing discourse on innovativeteaching methodologies in architectural education and provide valuable insights into the integration of climate-responsive design principles. By cultivating a generation ofarchitects equipped with climate-responsivedesign skills, architectural education can effectivelycontribute to mitigating the impacts of climate change and creating sustainable built environments for the future. Keywords :JIGSAW, pedagogy, climate data analysis, Learning Outcomes.

Sketching Versus Digital Design Tools in Architectural Design

Sketching is a design tool that can be assumed to be ill-structured, does not offer exact solutions, is intuitive, and is open-ended in the initial stages of architectural design. Sketching creates an opportunity for architects to release their creativity and intuition, giving rise to spontaneous ideas and concepts in an organic and natural way. During the initial design phases, like in the conceptual stage of the design, designers receive aid from conventional sketching as their concepts and ideas can easily transform into tangible, real-world forms. With the development of digital design methods like CAD (computer-aided design) in pursuit of AI (artificial intelligence), it has been accepted that manual sketches are no longer the only method used in the design process, and the trend toward using new methods has begun. The diversity and evolution of tools used in architectural design, together with the integration of CAD, AI, and traditional sketching techniques, have contributed to the development of architectural design and facilitated enhanced collaboration, visualization, and efficiency across the design process. As a result, it has evolved to embrace the use of CAD, which was the first method adopted from these developments, as a basic skill in the field of architectural design education. This shift places a strong emphasis on the professional field of architectural design while also encouraging students to explore the innovative potential of CAD for design purposes. CAD presents architects with a robust platform that facilitates the creation of intricate designs and precise measurements during the initial stages of the design process. Following CAD, the development of AI-driven design tools motivates architecture students and designers to transform their concepts into concrete designs. Although it is known that each method mentioned has its own positive or negative aspects, it is not possible to say that any of them is used alone in architectural design processes. At this point, combining the design process with CAD and AI-supported design tools, as well as traditional manual sketching in architecture, helps develop a diverse and adaptable skill set in design. Integrating digital design tools into the architectural field emphasizes the enduring importance of traditional sketches, especially in terms of inspiration and conceptualization in architectural design, while also updating the design process. This document aims to explore the progression of employing diverse design tools, namely manual sketching, CAD, and AI-driven design tools, throughout the architectural design process. This paper undertakes a comparative analysis of using computational design tools instead of traditional sketching with pen and pencil, aiming to juxtapose their respective benefits and drawbacks. In conclusion, although it is not yet possible to assert the superiority of one method over the other, it is evident that traditional sketching continues to hold significant relevance and effectiveness in the design process despite its long-term use.

Introducing circularity in early architectural design education

PurposeWith around 40% of global waste attributed to the built environment sector, architects play a significant role in how resources are consumed, produced and wasted. UK architectural educators have made good progress to embed climate emergency issues in design curricula but the challenges of resource use and waste, and the opportunities afforded by circular economy design principles are less well-considered. The purpose of this paper is to provide new insights on how to introduce circular design principles to early-stage architectural design students within university curricula.Design/methodology/approachThe study described took an experimental approach to designing design project briefs across several interlinked studio design projects for 1st-year Architecture students. Structured as a case study, each section describes the project, learning objectives, teaching methods and project reflections informed by a qualitative assessment of student development, outputs and feedback gathered through a questionnaire and focus group.FindingsIntroducing circular design early is highly beneficial to the development of knowledge on sustainability issues, critical design thinking and creative solution generation. Examples of beneficial teaching approaches include building systems thinking, facilitating collaboration, supporting learning-through-making, using simple analogies and referencing best-practice examples.Originality/valueThis research builds on limited existing circular design literature for built environment fields and through practical insights fills a significant knowledge gap on ways to introduce a complex and dynamic topic such as the circular economy to early-stage architectural design students as they develop fundamental discipline-specific knowledge, skills and competences.

Fostering metacognition in the design studio: The effect of minimal interventions on architectural students’ metacognitive awareness

This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.

Influencing Factors of Spatial Ability for Architecture and Interior Design Students: A Fuzzy DEMATEL and Interpretive Structural Model

Spatial ability is not just a skill but a crucial element for architecture and interior design students, significantly impacting their proficiency in tasks involving 2D drawings, 3D components, and artistic expression. Despite extensive research in this area, a gap remains in the understanding of how to effectively cultivate spatial ability through educational interventions. This study, with its unique approach of identifying key influencing factors and their interrelationships within the fuzzy decision-making laboratory analysis method (Fuzzy-DEMATEL) and the interpretative structural model (ISM), fills this gap. The method visualizes cause-and-effect relationships within a structural model and captures the interdependencies between influencing factors. In a collaborative effort between nine universities in 2023–2024, 17 experts selected through purposeful sampling contributed to the development of a comprehensive list of potential influencing factors. After refinement through filtering, comparison with the existing literature, and expert consensus, seven influencing factors of spatial ability for architecture and interior design students from personal traits and STEAM disciplines were identified, which are sketching and hand drawing skills, mathematical skills, video game practice, descriptive geometry skills, augmented reality practice, spatial talk, and gesturing while talking. Sketching and hand drawing skills, mathematical skills, and video game practice come under cause factors of spatial ability, whereas the rest are effect factors. Proceeding with ISM analysis revealed that sketching and hand drawing skills and mathematical skills are located in the input layer and have a continuous impact on spatial ability. Descriptive geometry skills lie in the transition layer, which are considered as deep influencing factors, the rest of the factors lie in the effect layer. This study delves into the theoretical and practical implications of these findings, offering valuable insights for educational policy and practice.

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.