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It is widely hypothesized that the problem-based learning approach is effective for learning and teaching practice-oriented professions. In architecture, which is highly practice-oriented, there is a serious and continuous search for new pedagogical approaches and educational practices to improve communication and understanding of architecture in general and its backbone design education in particular. There is not enough research about the effectiveness of the problem-based learning approach and how to employ and optimize it in teaching architectural design praxis. Furthermore, little is known about how the approach guidelines can be explicitly articulated and systematically applied to creatively and effectively solve practical design problems. The project discussed in this article is set out to fill this particular void. It is an experimental pilot that incorporates emergent design concepts about animated four-dimensional design and visualization that is carried out in a digital architectural design studio into a problem-based learning approach to determine whether or not this method of learning is more effective for design knowledge building than the traditional methods. The pilot employs computer aids not only to integrate different data and to communicate online, but also to emphasize concepts that are typically considered difficult to visualize in design generation and representation such as responsive metamorphosis of architecture. BackgroundIn general, educators of design observe difficulties in knowledge building for design processes and methods. Similarly, students of architectural design have difficulties in integrating knowledge they gain in the different classes, lectures, labs and studios they attend.The traditional architectural design teaching approach is based primarily on studio sessions and supported by relevant lecture classes and labs, each taught separately. The principles and practices of architectural design are based on complex multi-disciplinary and multi-layered knowledge areas. In common with engineering, architectural design involves getting to grips with structural, mechanical, constructional and environmental technology concepts and applications. In common with humanities, design requires the comprehension of philosophical, cultural and historical influences as well as social and psychological behavioural issues. In addition, design requires the development and application of sensitive aesthetic judgement 197 ADCHE 5(3) pp. 197-212. Keywordsproblem-based learning architectural design education dynamic design responsive architecture digital studio collaborative design from the arts and graphics disciplines. It also demands skilled craftsmanship to execute abstract and representative physical models. Managing knowledge from all these fields requires a complicated balance that is difficult to learn because many aspects of it are based on substantial tacit knowledge.Knowledge from the author's previous design studio supervision, observation and evaluation suggests that architectural des...