Virtual Design Studio Research Articles

Virtual design studios in practice: a case study on overcoming pedagogical challenges

Virtual design studios in practice: a case study on overcoming pedagogical challenges

A Critical Reflection on the Impact of Virtual Design Studio on Curriculum Development and Studio Culture in First-Year Architecture Studies

A Critical Reflection on the Impact of Virtual Design Studio on Curriculum Development and Studio Culture in First-Year Architecture Studies

Perception to Virtual Design Studio in the Initiation, Realization and Reflection Phase: The Faculties and Students Perspective

ABSTRACT The study examines virtual design studio pedagogy in regional settings, providing a comprehensive understanding of the experiences of faculty members and students as they adapted to the virtual design studio due to the COVID-19 pandemic. The research focused on B.Arch., an undergraduate program affiliated with the University of Calicut, Malappuram, Kerala, India. A survey-based cluster sampling approach was made use of. The survey questionnaire collected information from faculties and students on various aspects of the virtual discourse, and SPSS software was used to analyze the data. The Mann-Whitney U test (non-parametric test) was employed to compare adaptation and acceptance levels of virtual design studios between faculties and students. The results indicated differences in adaptation and acceptance levels between the two groups. The research also outlines the various stage-wise phases of the virtual design studio model. Further explores the future of architecture studio pedagogy in a post-Covid scenario, with emphasis on hybrid mode, which could be an area for future research.

Generation gap, learning from the experience of compulsory remote architectural design studio

Physical design studio has been the mainstream method of architectural pedagogy for more than a century. Although the past two decades have brought forth emerging possibilities via advancements in digital communication, Virtual Design Studio (VDS) remained an experimental novelty until 2020. The interruption of face-to-face educational activities saw architecture schools facing a rapid paradigm shift because their studio-centred pedagogy retains intrinsic spatial qualities that are often attributed as critical dimensions of the learning process. This article explores the transition to the virtual design studio in a department of architecture after distance education became mainstream due to the global pandemic. The paper provides a comparison between students’ and lecturers’ points of view regarding different aspects of the virtual design studio. This addresses a potential generational gap concerning digital communication in a case study. A survey was administered to a group of architecture students who travelled back home and continued their education online and to the teachers of design studios who instructed VDS after the pandemic outbreak. The findings show the significant influence of effective communication, access to proper resources, maintenance of peer connections, and group works on the positive outcomes of the architectural design studio.

‘Sense of Place’ in Virtual Design Studio (VDS): A Review

Physical design studio (PDS) and live critique sessions are essential elements in design school pedagogy. It enables students to construct their socio-spatial ability through creativity and rationality in a simultaneous way. However, due to the COVID-19 global pandemic, all teaching and learning activities must be conducted remotely in a virtual design studio (VDS). Unfortunately, VDS could be a placeless place for the students and significantly affects their overall learning experience. ‘Sense of Place’, or the people-place engagement, is an important concept in the virtual learning context from the cognitive, affective, and conative domain. VDS not merely provide the ‘place’, but should be able to support dynamic social interactions between students and the tutors as well as to conduct pedagogical activities. Without ‘Sense of Place’, the emotional and psychological engagement in creating learning experiences could not be fulfilled. This paper reviews the previous studies that concentrate on the pedagogical method and ‘Sense of Place’ in VDS at a higher education level. There are several strategies for constructing ‘Sense of Place’ in a VDS. Those are humanization, socialization, the presence of a teacher, guiding structure, graphic tools used, and the student contribution during the learning process. Another strategy is to blend both online and classroom that encourages teachings with multiple learning styles. This conceptualization of ‘Sense of Place’ in VDS is beneficial in further research with empirical data.

The virtual design studio and the key integrals

PurposeThe unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.Design/methodology/approachA systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.FindingsA pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.Research limitations/implicationsThe research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.Originality/valueThe study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study

At the core of architecture education are the design studio classes, where students test ideas, build physical models, and propose design projects in a shared creative environment. The COVID-19 pandemic in 2020 created a large disruption of this status quo and required a major shift in the whole experience of teaching and learning at design studios. Using a case study approach, the present paper describes the systematic process of translating Physical Design Studio into emergency Virtual Design Studio and how it has been perceived by students enrolled in the investigated courses. The focus was primarily on those tools and methods that were intended to compensate for traditional workshop methods (for example the tactile exercise of physical model making and pin-up board presentations). To meet this objective, available tools for performing Virtual Design Studio were assessed using experiences of Design Studio instructors on the one hand and students’ surveys on the other hand. The study’s results can be used as recommendations on how to optimally implement a transition from a Physical Design Studio environment to teaching a digital remote design studio. Furthermore, the results also add to creating design guidelines for setting up blended architecture education post-COVID-19.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy in e-learning mode

PurposeThe Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.Design/methodology/approachAn exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.FindingsThe confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.Research limitations/implicationsPedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.Social implicationsThe current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.Originality/valueThe study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

PurposeThis study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.Design/methodology/approachData obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.FindingsA model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.Originality/valueFor students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

Exploring tutor-student interactions in a novel virtual design studio

This exploratory case study investigates a novel adaptation of the virtual studio pedagogy. Students are located in authentic professional practice settings, while tutors remain on campus. Verbalisations of tutors' and students' discussions in 13 weekly sessions were characterized and measured using topic modelling and FBS analysis. Tutors and students exhibited large differences: Tutors' cognitive behaviour was generally more abstract while the students’ was more concrete. Further, while tutors were more concerned with design communication, students engaged with specific issues in the manufacturing and organizational setting of their host. Tutor-student interactions did not change significantly over time, with most of the interactions taking place in the solution space. Categorical differences in topics between tutors and students were found that remained consistent over time.

MEASURING THE DEGREE OF STUDENTS' SATISFACTION WITH THE VIRTUAL DESIGN STUDIOS IN LIGHT OF THE SPREAD OF THE COVID-19

The aim of this research is to identify the degree of the Architecture Engineering Department students' satisfaction with the virtual design studios at NUB within the e-learning program in light of the spread of the Corona pandemic. The research sample consisted of (59) students, who were intentionally chosen. The descriptive and analytical approach are used based on the questionnaire. The results showed that the degree of student satisfaction with the virtual design studios was high. In addition, there are students' satisfaction degree did not affect due to variables (gender, previous knowledge of e-learning, devices used to attend electronic lectures, type of connection to the Internet, methods of communication with teachers, and programs used in virtual design studios, and the programs used in the tasks assigned to the student), but it was affected with the academic level, as well as the level of computer use, which is positive. The research concluded that the highest degree of students' satisfaction in terms of explaining the material electronically is the ability to save the modifications that have been discussed. هدف هذا البحث التعرف على مدى رضا طلبة قسم الهندسة المعمارية عن استوديوهات التصميم الافتراضية ضمن برنامج التعلم الالکتروني في ظل انتشار جائحة کورونا. وتکونت عينة البحث من( 59) طالبا وطالبة تم اختيارهم بطريقة ، تم استخدم المنهج الوصفي التحليلي المعتمد على الاستبانة، وقد أظهرت النتائج أن درجة رضا الطلبة عن استوديوهات التصميم الافتراضية کانت مرتفعة. و عدم اختلاف درجات رضا الطلبة عن استوديوهات التصميم الافتراضية تعزى لمتغيرات( الجنس، والمعرفة السابقة بالتعلم الإلکتروني، والأجهزة التي استخدمت لحضور المحاضرات الالکترونية، ونوع الاتصال مع الانترنت، وطرق التواصل مع المدرسين، والبرامج المستخدمة باستوديوهات التصميم الافتراضية، والبرامج المستخدمة في المهام الموکلة للطالب). کما وأظهرت النتائج اختلاف بين درجات رضا الطلبة عن استوديوهات التصميم الافتراضية والمستوى الأکاديمي وکذلک المستوى في استخدام الحاسوب وهي طردية. وقد خلص البحث الى أن أعلى درجات رضا الطلبة عن استوديوهات التصميم الافتراضية من حيث شرح المادة الکترونيا تتمثل بالقدرة على حفظ التعديلات التي تم مناقشتها وذلک بتسجيل الحوار واستعادته.

Benefits, Disadvantages, and Constrains of Applying Blended and Virtual Design (Case Study: Studios at Nahda University). (Dept. A)

E-learning in our countries faces many challenges and constrains that may prevent it from reaching its goals. This study aims to explore the virtual design studio VDS and blended design studio outcomes on education in terms of benefits, disadvantages, and constrains to come out with lessons to be a key-stone in developing the learning process. This research presents the results of a study that lasted for two consecutive semesters, in which the teaching of architectural design studio moved from traditional methods to virtual then to the blended system at Nahda University in Beni Suef related to the current situation necessitates in the universities to use technological applications as an alternative to the conventional learning system (face to face) due to the spread of the Coronavirus (covid-19). The descriptive and analytical approaches were used through literature review, participant observations, interviews, and questionnaires. The findings from this study motivate adjustments to existing curricula that can provide new visions into traditional pedagogical models related to design studio. Results show that the blended system helped to solve many problems and reduces the constrains of the virtual design studio and keep the benefits of the conventional learning system.

Information Exchange Patterns in Digital Engineering: An Observational Study Using Web-Based Virtual Design Studio

Abstract This paper performs an observational human subjects study to investigate how design teams use an information system to exchange, store, and synthesize information in an engineering design task. Framed through the lens of decision-based design, a surrogate design task models an aircraft design problem with 12 design parameters across four roles and six system-level functional requirements. A virtual design studio provides a browser-based interface for four participants in a 30-min design session. Data collected across 10 design sessions provide process factors about communication patterns and outcome factors about the resulting design. Correlation analysis shows a positive relationship between design iteration and outcome performance but a negative relationship between chat messages and outcome performance. Discussion explains how advances in information exchange, storage, and synthesis can support future design activities.

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students’ ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS.

A virtual design studio for low frequency impact sound from walking

Experience with wooden multi-storey houses have shown that impact sound insulation is one of most critical issues to ensure a good indoor environment. Even in cases where the impact sound insulation is fulfilled, people perceive the sound from e.g. walking neighbours as very disturbing. To investigate the subjective perception, a test facility is needed which allows for a coherent evaluation of different floor designs by listening test. The facility should ensure, that when comparing different floors, the same excitation by a walker and the same receiving room are involved. Only the floor design should be changed. As a consequence the spread in the data will only be due to the spread in the perception by subjects. In this paper a virtual design tool for low frequency impact sound insulation is presented, which consists of four parts; measured walking forces, floor models, an auralisation system which consists of a grid of loudspeakers simulating the vibration of the floor and a receiving room furnished as a common living room. In a pilot study a listening test is carried out for 13 different floors with different impact sound spectra at frequencies below 100 Hz. The results indicate that the judged annoyance strongly correlates with the judged loudness. However, there is a substantial spread observed in between the subjects participating in the listening tests. To understand this spread, a more extended study is needed with more participants and a classification of the subjects with respect to criteria such as noise sensitivity or age.

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as ‘listening-in’ (viewing other students’ work) and student success, as well as behaviour shifts from ‘passive’ to ‘active’ engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

An approach to develop a green building technology database for residential buildings

Buildings consume approximately 39% of the total energy used in US, of which 53% is consumed by residential buildings. Besides, indoor air quality (IAQ) have significant impacts on occupant health since people spend on average around 90% of their time indoors. Nowadays, a great number of green building technologies (GBTs) have been developed and implemented in buildings for reducing energy consumption and improving IAQ. This paper proposes an approach to develop a green building technology database for residential buildings including their the technology’s feature and performance for energy saving and IAQ improvement under different building configuration and climate conditions. The GBTs are collected from case study buildings. For each study case, the GBTs are classified by the Virtual Design Studio (VDS) building assessment method. A local reference building is first defined for the region where the case building is constructed. Both forward-step evaluation of a proposed GBT to a reference building and backward-step tracking of the contribution of the technology to the case building are conducted. A scalability analysis is also conducted to understand the practical application of the performance parameters to other cases with different building design. EnergyPlus and CHAMPS-Multizone are used to analyse the energy and IAQ performance for each technology. The approach is verified by a case study of two single-family houses in US.

Architectural design for optimised performance supported by aerospace Value Assessment methods

This paper focuses on novel interdisciplinary design methodologies between architecture and aerospace engineering in support of drastic required changes for the construction of genuinely resilient and sustainable buildings. Current design and construction methods are rarely truly interdisciplinary; driven by successive development stages as opposed to holistic system views capable of integrating valuable feedback loops into the design process and whole life cycle stages of a building. We address these deficiencies by integrating two methods that have been successfully tested independently. Firstly, the “Virtual Design Studio” (VDS) approach that focuses on holistic architectural design processes, initially funded by the US Department of Energy at Syracuse University and the New York State Center of Excellence for Energy and Environmental Systems. Secondly, the Value Assessment (VA) methodology supported by Visual Analytics in aerospace engineering design cycles, initially funded by the European Commission FP7 through the TOICA project and currently funded by Innovate UK through the APROCONE project, and developed by the Engineering Design Centre at the University of Cambridge.

Effects on Students Perceptual Evaluations of the Wall Colors Used in Design Studios by the Virtual Reality Method

In this study, it was aimed to determine the perceived quality of three modeled virtual design studios which have the same characteristics but different colors (warm, cool and neutral) and to determine whether there was a difference between the real space and the evaluations made in the virtual space. Accordingly, it was assumed that the wall coloring of the virtual studio space models that were modeled could affect the perceptions of the students and that virtual space evaluations would be in parallel with real space evaluations. To test the assumption, the study modeled the environments of three design studios with different colors assumed to exist at a design studio of the Selcuk University and students were asked to evaluate these virtual spaces with the aid of virtual reality goggles. As a result, it has been determined that there was no difference between the perceptual evaluations of real and virtual spaces designed with the same features. In addition, according to the spatial scale, it was determined that the cool colored space were perceived as “more roomy” and “more inviting” by the students compared to the warm colored space and that the cool colored space was also evaluated more positively for the social adaptation and individual productivity scales.

A multi-method case study of textile craft-design applications – usability and effects on the design process

Abstract This article presents a multi-method case study of five mobile device and desktop computer applications intended specifically for craft-design. The main aim of the study was to investigate the effects of application usage on the craft-design process and to analyse the usability of the applications from three perspectives: user experience, traditional usability and functionality. Eight master’s level craft teacher students evaluated the applications and used those to conduct a design task on a Virtual Design Studio course at the University of Helsinki. To enable an authentic working environment and style for the participants and to gather research data remotely, a multi-method approach was designed that included data from questionnaires, written tasks and recordings of screen events. Analysis of the effects of application usage on the craft-design process revealed three factors that promote changes: the usability of an application, new possibilities and limitations compared to traditional design methods and the technical expertise of the designer – usability being the most significant factor behind the changes observed.