Design Studio 2.0: Augmenting Reflective Architectural Design Learning

Pak, Burak; Verbeke, Johan

doi:10.48550/arxiv.1509.01872

Cited by 7 publications

(2 citation statements)

References 3 publications

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“…The collaboration opportunities provided by VR have also expanded the boundaries of international architecture pedagogy. As students from many regions may collaborate to design, criticize, and improve work in shared virtual spaces, geographic borders have lessened (Pak & Verbeke, 2015). This international cooperation not only encourages design innovation but also creates a greater comprehension of many cultures and their subtle differences in architectural style.…”

Section: Vr In Global Architectural Educationmentioning

confidence: 99%

Untitled

2023

SJCUS

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Section: Vr In Global Architectural Educationmentioning

confidence: 99%

Untitled

2023

SJCUS

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“…The results indicated positive interaction of students with this technique and their grades affected positively after using this technique 42 43 . Another study examining VR showed students' positive evaluation of this experience, through a questionnaire about this experience in which it was found that the effect of this technology on it is positive and good 44 . In general, new experiences of VR are employed in the design process, and it turns out that they can be used to communicate the architectural concepts to clients, and some flaws appeared in these technologies, which are that they benefit only one customer at the same time 45 .…”

Section: Introductionmentioning

confidence: 99%

Examining the impact of students’ ratings of architectural design studio on graduation project before and midst COVID-19

Rabboh

2021

International Design Journal

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The interest in architectural design education is the haven for the development of the profession of the architect; the architectural-design-studio is the key-stone in architectural education, the design process in the labor market or in the design studio, is an intertwined process. Thus, the design studio needs more quantitative studies that study the performance of architecture students, in addition to the problem of the emergence of the COVID 19 epidemic requires contemporary studies to determine its impact on the architectural design studio. The study key objective is to investigate the association between sophomore-level students' scores (SLOS)/Design studio 2 (DS.2)/Design studio 3 (DS.3) and graduation-project overall-scores (GPOS), furthermore, the study aims to examine the relationship between the overall-scores of the graduation project students during and before COVID-19, to test the gender differences in the graduation project one of the key objectives of this study, the current study is a quantitative study conducted on 96 students of the architecture program in Canadian-international-collage (CIC), Egypt. The students' scores were tracked from Fall-2013 to Spring-2020, the study hypotheses consisted of 28 hypotheses. The study adopted a methodology consisting of three stages: 1. Dataset Processing, 2. Dataset Mining, 3. Data Analysis. SPSS v.20 utilized in the previous stages. Statistical tests related to quantitative data were used to examine the results (ANOVA, T-test, Pearson, and Spearman). The required assumptions for aforementioned test inspected. The results showed a direct proportion between SLOS and GPOS, and there were statistically significant differences between overall-scores during COVID-19 (C19GPOS) and before . The results of the statistical tests revealed the progress of COVID-19 students in scores compared to the rest of the students who studied in the conventional design studio, obviously, no significant differences between gender and the graduation project scores noticed. The results showed that students with good grades and pass grades in the sophomore-design-studio their grades in the graduation project rise to very good, while the grades of very good students remain the same, students of excellent grade, their grades remain the same value with a clear decrease.

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Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

McLachlan

Tippett

2023

Assessment & Evaluation in Higher Education

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Design Studio 2.0: Augmenting Reflective Architectural Design Learning

Cited by 7 publications

References 3 publications

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Examining the impact of students’ ratings of architectural design studio on graduation project before and midst COVID-19

Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

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