Design research, architectural research, architectural design research: An argument on disciplinarity and identity

Luck, Rachael

doi:10.1016/j.destud.2019.11.001

Cited by 26 publications

(18 citation statements)

References 23 publications

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“…Therefore, the object of design in a case of learning environment is not only the physical and virtual spaces and tools, but also individual and social human activities, that is, policies, practices, services, interactions, etc. connected with the spaces and tools (see also [35]). In this research, the attention is particularly at the microsystem level (immediate environment), but mesosystem linking, e.g., home and school environments, and wider societal and cultural environments are also considered (see [30,36]).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Mäkelä

Leinonen

2021

Buildings

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The need for environments conducive to learning and wellbeing has been broadly recognised. Considering particularly learner perceptions in the learning environment design is known to improve both their learning and wellbeing. There are no, however, shared theoretical frameworks guiding the learning environment co-design from the learner perspective. As a response to this challenge, a learning environment design (LED) framework was developed based on the literature and co-design involving learners aged 7 to 19 (n = 342) in Finland (n = 266) and Spain (n = 76). The LED framework entails 53 characteristics grouped under seven constructs. It draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. Flexibility and functionality are recognised as central enablers for a quality learning environment. The study suggests a design framework and principles for learning environment co-design. They can serve as a research-based introduction to the topic after which priorities can be defined based on the concrete design target and goals, and concrete design solutions can be created in the participatory design involving learners and other key stakeholders.

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Section: Theoretical Backgroundmentioning

confidence: 99%

“…The methodological approach in this study is one branch of design research (cf. e.g., design research described by Luck [35]) labelled "educational design research" [68]. It focuses on the design in education and intertwines educational planning, practice, and theory development.…”

Section: Research Design and Proceduresmentioning

confidence: 99%

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Mäkelä

Leinonen

2021

Buildings

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“…The production of architectural knowledge has a different epistemological logic from science and humanities. The generation of the architectural theory can be empirically grounded in a single case to build themes within research (Luck, 2019). Groat & Wang (2013) also highlighted different research strategies of architectural research that accommodates different worldview from positivism to constructivism.…”

Section: Activating Design Research and Participationmentioning

confidence: 99%

Expanding agency: The mapping of architectural design discourse in Indonesia's academic publications

Johanes

2021

ARSNET

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Architectural academic publications are essentials elements in defining and establishing the architecture academic discourses in institutional context. A critical, retrospective reading of past and present architectural publications could reveal the current development of the field and provide an empirical basis for future actions. This paper digitally maps the notion of ‘design’ within the published articles in Indonesian architectural journals from the past decade to understand the current situation and present the country’s challenges in developing the architectural design discourse. Through consideration of architectural academic journals’ role in establishing the field’s boundary, a bibliometric mapping was performed on a corpus of 1031 abstracts collected from prominent Indonesian architectural journals. This paper reflects on the extracted key terms from the corpus through different mapping strategies using bibliometric analysis methods. From the mapping findings, and by extending the notion of design as a transformative agency in architecture, this paper retrospectively suggests a more diverse, creative, and provocative development of design discourse in Indonesian architectural academic scholarship.

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“…There was a movement away from early technically-oriented approaches for improving the methods and processes of design, towards a comprehension of design as a cognitive and social, creative reflective practice [28] (see [25] for a history of design research). The discipline's knowledge bases, underlying skill-sets and values were identified, articulated, and clarified [69]. Design claimed its own epistemics in the construction of knowledge.…”

Section: Design Theory and Intermediate-level Knowledgementioning

confidence: 99%

Learning from robotic artefacts: A quest for strong concepts in Human-Robot Interaction

Cila

Zaga

Lupetti

2021

Designing Interactive Systems Conference 2021

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This paper is a methodological replication of Barendregt et al. [11], who urged Child-Computer Interaction field to embrace Intermediate Level Knowledge as a meaningful and valid way of generating knowledge. We extend this epistemological gap to the Human-Robot Interaction (HRI). Currently, artefact-centered papers-papers that present the development of an artefact-seem to be one of the primary ways that the HRI field generates knowledge. In this paper, we made an analysis of all papers presented at the HRI Conference from 2006 to 2020. Our results indicate that the 41,2 % of the papers were artefact-centered; and the impact of them, measured in the number of citations, was significantly lower than other kinds of papers. We used 23 artefact-centered papers to formulate two strong concepts and investigate how the foundational design epistemology about intermediate-level knowledge and RtD can contribute to other design-related disciplines to produce useful and valuable knowledge. CCS CONCEPTS• Human-centered computing → Interaction design theory, concepts and paradigms.

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Design research, architectural research, architectural design research: An argument on disciplinarity and identity

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Cited by 26 publications

References 23 publications

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

Expanding agency: The mapping of architectural design discourse in Indonesia's academic publications

Learning from robotic artefacts: A quest for strong concepts in Human-Robot Interaction

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