Architecture Students Research Articles

Rhetoric of Landscape Architecture and Interior Design Discourses

The rhetoric of the pedagogic discourses of landscape architectural students and interior design students is described as part of a doctoral study undertaken to document practices and orientations prior to cross-disciplinary collaboration. We draw on the theoretical framework of Basil Bernstein, an educational sociologist, and the rhetorical method of Kenneth Burke, a literary dramatist, to study the grammars of ‘landscape’ representation employed within these disciplinary examples. We investigate how prepared final year students are for working in a cross-disciplinary manner. The discursive interactions of their work, as illustrated by four examples of drawn images and written text, are described. Our findings suggest that we need to concern ourselves with our pedagogic discourse that brings uniqueness and value to our disciplines, alongside shared discourses between disciplines.

Envisioning the Future: A Quantitative Analysis of Architecture Students' Perspectives on Artificial Intelligence Integration in Architectural Design across Region III, IV-A, and NCR, Philippines

In an era characterized by modernization and technological advancements, the emergence of artificial intelligence (AI) has brought changes to the different processes of various industries, including the field of architecture. To address concerns and present the views of those in the industry, this research aims to identify and describe the perceptions of Architecture students from various universities/colleges towards adopting AI in Architectural Design through descriptive-correlational research. As well as to discover the students’ acceptance level in adopting artificial intelligence in academic curriculum. Forty-five (45) university/college students enrolled in an Architecture program across diverse institutions drawn from a purposive sampling method answered a survey questionnaire containing Twenty (20) questions answerable by a 5-point Likert Scale. The results revealed that the students’ perceptions were neutral regarding adopting artificial intelligence in academic curriculum and future employment and careers. The correlational analysis suggested that the relationship between the perception of AI in architecture and its impact on career and employment was weak as they saw the potential threat of AI in future employment opportunities. The researchers recommended the results of this study for future research when gathering data related to artificial intelligence, the perception of the students, and the development of AI on how to improve and recognize the limitations of its use.

Development of scientific speech of master's students in architecture

Introduction. The pertinence of the considered problem is stipulated by the fact that nowadays the research aspect is becoming an important part of the master's degree programs in the world's leading architectural schools, and mastering research skills requires the ability to properly present the results of the conducted research in a master's thesis. In the scientific literature there is a growing number of publications dedicated to the formation of professional research competence and skills of writing research texts in native and foreign languages among master's degree architect students. Unresolved problems include the preparation of programs, selection of content and conditions of implementation of such courses. The integrated objective of the paper is to propose a tested structural and content model of the course on the development of scientific speech of future architects. Research methods. The content of the lecture and practical course is based on the author's manuals and the author's monograph, on the material of modern Russian and foreign research on scientific functional style, the study of the language (vocabulary and terminology) of architecture. Texts from literary sources of interest to architects were used as examples. Research results. Successful accomplishment of course objectives is the result of the development and implementation of the structural and content model of teaching in the educational process, including the author's course program and the basic author's methodology, inextricably linked with modern philological studies of architectural and construction discourse, including the sublanguage of architecture and architectural terminology. With the discipline's focus on the formation of general language, universal and professional culture of future masters of architecture it is advisable to use a cross-genre methodological model of teaching with the reliance on the leading principles of construction and implementation of the course such as educational content selection, scientific approach, rationality, historicism, taking into account the motivation and needs of students, accessibility of didactic material, individual approach in teaching, educational teaching and interactivity described information could be interesting for teachers of the Russian language of architectural and construction universities. Conclusion. The described course helps architecture graduate students to broaden their general cultural and professional outlook, to get an idea of another kind of language – scientific language and its genres, scientific communication in Russian, and to master the skills of Russian scientific writing. The course gives students a new perspective on the texts they produce, helps them to understand their own identity as a linguistic person who is as much responsible for the creation of written texts as for the results of architectural and urban planning projects.

Influence of Virtual Learning Environments on Student Achievement for Sustainable Development

As a result of the global pandemic, in-person lecture delivery method was interrupted and thus, the necessitated adoption of Virtual Learning Environments (VLEs) for the continuity of learning. However, considering that architectural education is hands-on and field-dependent, continuous design studio mentoring is expedient. This study therefore explored the potential of adopting VLE, especially in hands-on related disciplines and how this fosters student achievement in driving sustainable development. Descriptive statistics were employed to analyse quantitative data gathered from a randomly selected sample of architecture students representing three private universities in Nigeria. Findings from this research revealed that learning continued during the lockdown within the subject discipline. Notably, 86.6% of respondents utilized virtual meeting software like Zoom, Google Meet, Microsoft Teams, and Cisco WebEx, while 12.4% utilized Learning Management Systems (LMS) such as Moodle. Additionally, accessible facilities like comfortable study areas, a steady power supply, internet connectivity, and studio materials contributed to a successful VLE experience. This research strongly advocates for the continuation of hybrid learning in architectural education, combining physical and virtual modes to deliver enriching and memorable learning experiences to enhance education for sustainable development.

Lifelong Learning Opportunities for Landscape Architecture Bachelor's Programs: Assessments on Landscape Design Component

Lifelong Learning Opportunities for Landscape Architecture Bachelor's Programs: Assessments on Landscape Design Component

Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip

Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.

Mathematics Anxiety among Architecture Students at Polytechnic Sultan Idris Shah: A Preliminary Study as An Attempt to Strengthen Mathematics Education in TVET Institution

Mathematics is the basis for numerous technical skills imparted in Technical and Vocational Education and Training (TVET) institutes. As one of the TVET institutions, Polytechnic recognizes the importance of mathematics courses in its curriculum. Engineering, computer science, architecture, and manufacturing courses rely heavily on mathematical principles and concepts. Despite the importance of mathematics, the issue of underperformance in Elementary Mathematics courses among architecture students has been a significant issue for Polytechnic institutions. Some architecture students may require assistance understanding the direct applicability of specific mathematical topics to their field of study. They may perceive mathematics courses as arduous, demanding, intricate, and challenging to succeed in. The presence of negative thoughts significantly led to the development of mathematical anxiety. This anxiety can hinder their ability to solve problems and perform to their full potential in mathematics courses. Therefore, this study investigates the correlation between mathematics anxiety and problem-solving skills among architecture students. The study utilizes a quantitative research design, employing a questionnaire and a problem-solving test. This study used convenience sampling to select 45 Diploma in Architecture students who took Elementary Mathematics in semester one. The data collected is analysed using descriptive and correlation analyses. The study results indicated that mathematics anxiety is present among architecture students. Furthermore, a significant negative correlation was observed between mathematics anxiety and the mathematical problem-solving abilities of architecture students enrolled in elementary mathematics courses. It indicates that their abilities to solve mathematical problems decreases as their mathematics anxiety increases. Consequently, mathematics anxiety is a factor that influences the problem-solving abilities of students. Hence, educators must strive to understand mathematics anxiety and implement innovative pedagogical approaches to overcome their anxiety. Ultimately, the insights gained from the research will contribute to the current body of literature concerning mathematics anxiety and its ramifications for problem-solving within architecture education.

Robotic Process Automation to Increase Teaching Efficiency in Higher Education

Digitalization is advancing and changing our world, and with it the whole economy. Universities must meet this changing demand with new training offers. The AUFLADEN (Charging) project, funded by the Stiftung Innovation in der Hochschullehre, is developing new training formats for students involved in construction planning, predominantly students of architecture and civil engineering. One of the questions of the research project and the subject of this article is whether and how Robotic Process Automation (RPA) can be integrated into teaching as a learning tool to support students specifically and individually in learning software applications through automation. For this purpose, so-called self-learning knowledge Nuggets were developed. RPA makes it possible to have operating steps carried out computer-aided, a technology that is becoming popular to simplify recurring work processes. By slowing down this automation process, the user can study and imitate necessary steps. In a case study it is determined whether better learning results can be achieved by this training method. The results are that the learning speed increases and the teaching effort decreases. This encourages the use of automation technology to free teaching from method teaching and to use the precious teaching time for higher learning targets.

Empowering architecture, engineering and construction students through building information modeling competitions: a deep dive into behavioral motivation

PurposeBuilding Information Modeling (BIM) competitions are a beneficial approach to enhance BIM education, offering students practical experience in BIM application, including mastering workflows and technical tools. However, research exploring the individual perceptions influencing participation intentions and behaviors in BIM competitions is limited. Therefore, this study aims to investigate the factors affecting university students' behavioral intention and behavior in BIM competitions, providing theoretical support for BIM competitions and educational reform.Design/methodology/approachThis study employs the Structural Equation Modeling (SEM) based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the factors influencing BIM competition participation among 970 Architecture, Engineering, and Construction (AEC) university students.FindingsThe results of the study show that social influence, attitude, and self-efficacy play critical roles in shaping students' intentions to participate in BIM competitions. Furthermore, self-efficacy, facilitating conditions, and behavioral intention significantly influence students' actual engagement in such competitions. Surprisingly, effort expectancy negatively influences intentions, as less challenging tasks can lead students to perceive their participation as less impactful on their skills and learning, reducing their behavioral intention to participate.Originality/valueThis research provides valuable insights into the effectiveness of BIM competitions in enhancing BIM education for AEC students. Extending the UTAUT model to include self-efficacy and attitude, provides a novel perspective for understanding students' intentions and behaviors regarding BIM competitions. The study’s theoretical support proposes incorporating BIM competitions to augment BIM teaching methods and offers suggestions for advancing the efficacy of students' involvement in BIM competitions within higher education, thus contributing to educational reform in the AEC sector.

Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students

Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images in one’s head. Research of this ability conducted during the last few decades had shown that SA is an essential ability to the development of mathematical skills in children. Later studies addressed adult SA development and accordingly found that SA was a predictor of success in Science, Technology, Engineering and Mathematics (STEM) fields of academic studies. Recently, focus has also been directed to another related field which is architecture. This group has not been extensively researched in relation to its spatial thinking abilities. The current research examines the efficiency of a new training program aimed at improving engineering and architecture student’s SA abilities. This program was based on previous intervention programs but was innovative in its combination of both traditional and computer-based teaching methods and combining frontal learning, hands on model building and augmented reality (AR) tools, all in a short program of 20 h. We asked whether the training program will be effective in improving student’s SA ability and whether this improvement will remain across different factors such as gender, faculty and math level. The results showed a significant improvement in SA abilities among the students who took the training program, compared with the control group. These results were true for both engineering and architecture students. Moreover, the results showed the training program to be efficient regardless of gender or prior math level.

The ‘right’ place to age? Exploring age-friendly and diversity-sensitive design in a super-diverse neighbourhood

The neighbourhood is a significant place for older adults in later life, especially given their strong wish to age in place, pointing to the importance of age-friendly design that accommodates older adults’ changing needs. Moreover, the older population is diversifying, highlighting the additional need for diversity-sensitive design, accommodating older adults’ diverse needs. Considering the importance of public places to age-friendly and diversity-sensitive design, this paper explores design that promotes community connection in an age-friendly and diversity-sensitive manner. To do so, a research-by-design study with master students in (interior) architecture was set up in a super-diverse Belgian neighbourhood. After a pre-design phase that immersed students in the neighbourhood and its inhabitants’ experiences, the students engaged in a design phase. Here, they re-designed various public places in an age-friendly and diversity-sensitive manner. The design output illustrates how various functions and intensities answer the changing and diverse needs of a super-diverse population.

Effect of virtual reality on perceptions of usability, suitability, satisfaction, and self-efficacy among architecture and design university students

Few empirical studies have explored the effect of using VR technology in educational institutions in Jordan. Therefore, this study aimed to evaluate the effect of using the VR gravity sketch tool on Architecture and Design university students’ perceptions of usability, suitability, satisfaction, and self-efficacy in Jordan. A pre–post-test control group was used and 161 students (81 in the intervention group and 80 in the control group) from Al-Zaytoonah University of Jordan enrolled in the Free Drawing course were recruited. Findings showed a significant difference between the intervention and control groups post-VR simulation for usability, suitability satisfaction, and self-efficacy among students in the intervention group and there was a significant difference in the aforementioned variables between both groups. Thus, this study suggested that VR simulation was effective in training architecture and design students. Therefore, it is necessary to integrate VR into the educational curriculum as a learning strategy for students.

Employability skills in architecture and design: toward bridging the gap between academia and practice for Saudi women employees

PurposeThe role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.Design/methodology/approachThis study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.FindingsThe research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.Research limitations/implicationsIt is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.Practical implicationsThe study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.Originality/valueThe originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

CAMPUS: A mobile app for construction processes learning and teaching in higher education

AbstractThis article presents a descriptive, correlational, and quantitative study investigating the learning processes of undergraduate construction engineering and architecture students. The study aims to analyze the effectiveness of an alternative learning method compared to traditional approaches in engineering, architecture and construction education. The study focuses on the use of a mobile application (CAMPUS Javeriana) as a tool for experiential learning by using digital technologies, such as construction videos and photos, infographic images, building information modeling (BIM) models, virtual and augmented reality, among others, within the app. Forty‐six architecture students participated in the study, divided into control and experimental groups within each of three undergraduate courses. Pretest and posttest questionnaires were administered to assess the students' learning outcomes, preferences, and perception of the importance of learning technologies. The test results were analyzed using scatter plots, and statistical analysis was conducted using the Jamovi package in R Studio. The students' perceived importance of the mobile app and their preference to use it in the future were also evaluated. Contextual factors such as student characteristics, available resources, and instructors' teaching style were taken into consideration. The study implemented rubrics based on the Expected Learning Results for each course to measure the overall academic performance. Furthermore, the study explores the concept of learning gain and its relationship with the obtained results, shedding light on experiences, perceptions, and academic performance in the specific context of construction education. Findings suggest a positive impact on learning outcomes and perception as a result of using a series of multi‐media technologies in the mobile application.

Adaptive Reuse of High-Rise Buildings for Housing: A Study of Istanbul Central Business District

The abrupt shift to remote work due to the Covid-19 pandemic increased vacant office spaces globally, especially in high-rent central business districts (CBDs). These vacant office spaces offer the potential for conversion into housing, addressing the shortage of affordable housing in central areas. Additionally, this topic presents a unique experimental ground for architecture students. This study focuses on the Istanbul CBD as a case study, examining the historical developments that led to a rise in office vacancy rates and housing inequality, and exploring the potential for adaptive reuse of these vacant office buildings. A key focus of this study is to underline the pedagogical value of adaptive reuse, highlighting how such projects can inspire more diverse and equitable housing models, fostering experimental and sustainable design approaches. It systematically evaluates the outcomes of a 4th-year architectural design studio that focuses on the adaptive reuse of the Tat Towers in the Istanbul CBD, a structurally vacant high-rise office building, and asks: How does the context of adaptive reuse enable a different design approach, and, potentially, new spatial norms and standards to emerge, and how might this hold a pedagogical value for architecture education? Following these questions, the article discusses how norms and standards are not only culturally but also typologically contextual, and how the students have explored how norms and standards might change, outlining new design approaches to adaptive reuse.

Beyond the Common Issues: Students' Perspective on Participation in Online Education

The recent outbreak of the Coronavirus pandemic has increased the gaps in the education sector globally, changing the common route of face-to-face education to a virtual one. While this model is not free of shortages and challenges, documenting the literature illustrated remarkable tangible obstacles. Unfortunately, there is little in-depth research on students' points of view on the intangible struggles of online education, while intangible issues have been overlooked in developing countries such as Iraq. Therefore, this study aims to understand the unspoken problems that challenge students' participation in online courses. This qualitative study provides in-depth interviews with university students, more specifically architectural students, who participated in the online classes from 2019 to 2021 that online teaching was compulsory at the beginning and blended education last year. Realizing the phenomenon of low performance or not participating in the online lectures from the active students' side. As a result, the respondents show that despite providing all access to online lectures in architectural education, many obstacles faced the students. This research, initially focused on the intricate dynamics of educational reform in the Middle-east, offers valuable insights for the global higher education community, shedding light on universal challenges and innovative solutions that are applicable across various educational landscapes.

The Role of AI Design Assistance on the Architectural Design Process: An Empirical Research with Novice Designers

This study explores the integration of Generative Design Assistants (GDAs), specifically machine learning based tools, in the architectural design process. It investigates how these tools, once confined to experimental realms, are now influencing mainstream architectural practice, particularly among novice architects. The research focuses on third and fourth-year architecture students, examining how they adapt to and integrate these advanced AI tools into their design workflows. Through an empirical online workshop, the study collected data of design process recordings, design output success scores of students by an independent jury, and post-experiment surveys. This approach provided insights into the timing, frequency, and sequence of GDA usage, as well as the influence of specific GDA features on design success. The research reveals that three primary strategies emerged in students' GDA usage: continuous use throughout the design process, selective problem-solving use, and initial ideation use followed by traditional methods. However, an over-reliance on GDAs was noted to potentially limit the designer’s interpretive and developmental input. The survey shows that different GDAs have distinct strengths and impacts on the design process. In terms of selected GDAs for the experiment, ArchiGAN aids in discovery and ideation, while HouseGAN excels in reframing design problems. In conclusion, the study underscores the transformative potential and challenges of GDAs in architectural design and highlights the need for balanced GDA integration. The research outputs show that future research should focus on the long-term implications of GDAs in architectural education. This research aims to guide the effective integration of AI in architecture, enhancing the human designer's role rather than overshadowing it.

Steel structure project to support research at the Butantan Institute

Aiming to achieve Objective 3 of Sustainable Developments of the UN 2030 Agenda (solution for health and well-being), this paper categorized as a short communication deal with a technical project that supported the Butantan Institute, based in São Paulo – Brazil, in research and development of vaccines and medicines. In this way, the structural and constructive proposal devised by the authors contributed to the development of an integral, cohesive, sustainable project suitable for the objectives of supporting the technical production of the aforementioned Institute and providing greater interaction with the general public. This project proposal was part of the 14th CBCA/ALACERO Competition for Architecture Students – Steel Structures 2021, promoted by CBCA – Centro Brasileiro da Construção em Aço, in Brazil, awarded 3rd place.

Design Thinking for Architects: A Critique of International Education Models

The appropriateness of teaching design thinking to architecture students in Georgia is discussed. Design thinking is a user-centered method that was developed about 60 years ago and is widely used in almost all areas of design, including architecture. Leading architectural firms embrace design thinking. This method also has many opponents, who complain about the lack of creativity, its collective work, and more. In contrast, advocates of design thinking argue that design thinking approaches do not necessarily limit creativity, and that contemporary architecture has become so complex that specialists of only one field cannot account for everything. It is interesting that the main opposition to this methodology was met in the country where it was born – the USA. As for Georgia, the survey of students conducted by the authors of the article at the International Design School of the Georgian Technical University found that the majority of them have a positive attitude and intend to use design thinking in their future activities.

The Effect of Task-based Language Teaching on Speaking Skill

The goal of Task-Based Language Teaching (TBLT) is to assist learners in acquiring a subconscious understanding of the language, allowing them to engage effortlessly and spontaneously in communication. The present study aimed to investigate the students' attitudes towards the impact of group oral presentations on the improvement of their speaking skills. Specifically, it employed a task-based approach to teach technical English to second-year architectural engineering students at Cihan University-Erbil. Data for this study were collected through the use of a survey questionnaire. The students' feedback revealed a positive attitude towards group oral presentations and their active participation in speaking activities. However, the teachers' observations indicated that there was no notable improvement in the students' pronunciation skills. They were unable to enhance the grammatical precision of their presentation either. Generally, this approach motivated them to take part in speaking activities more.