Integrating performance-based design in beginning interior design education: an interactive dialog between the built environment and its context

Zuo, Qun; Leonard, Wesley Y.; MaloneBeach, Eileen E.

doi:10.1016/j.destud.2009.12.002

Cited by 18 publications

(16 citation statements)

References 6 publications

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“…The growing concern and increasing interest in sustainable environments are changing the interior design education agenda. Sustainability teaching is not a trend; it has become a necessity in interior design education (Zuo, Leonard & Beach, 2010). Interior design is a major player of sustainable architectural development, and thus appropriate sustainability design teaching must be incorporated into design education to prepare students for the real world.…”

Section: Sustainability In Interior Design Curriculummentioning

confidence: 99%

“…It is not the scope of this study to list the literature contributing to sustainability integration in design curricula, rather it tries to overcome the following three knowledge gaps in sustainability education specific to the interior design context (Fischer & McAdams, 2015). Firstly, interior design education has lagged in integrating some aspects of sustainability, such as solar energy use, which is not taught in detail (Zuo et al, 2010). Secondly, there is a heavy focus on the technical-solution driven approach, which means adopting only prescribed solutions from available green design standards (Lee, 2014), rather than letting students formulate their own answers based on a critical analysissynthesis-evaluation process.…”

Section: Sustainability In Interior Design Curriculummentioning

confidence: 99%

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Using problem-based learning in sustainable design education

Afacan¹

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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This study investigates whether problem-based learning (PBL) can further enhance interior design students' sustainability learning. It compares the learning environment of a conventional lecture-based approach and PBL in sustainable design education. This study differs from the existing design literature on sustainable design education in that; (i) it implements PBL into interior design education to overcome the limitations of sustainability teaching in a conventional lecture-based instruction, and (ii) it proposes a new way of organising classes based on learner-centric features of PBL to increase student awareness toward sustainability. To achieve these two aspects, the two instructional modes of learning were applied during the two years of a sustainability module. In the first year, sustainability has been taught in a conventional lecture-based environment, and in the second year, in a PBL environment. It is possible to conclude that different than the other design topics, sustainability teaching and problem solving require a more learnercentric approach rather than an instructor-centric instruction to further enhance critical solving abilities of design students. Moreover, sustainability learning in the PBL setting is more effective when compared with the learning outcomes in the conventional lecture-based setting.

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Section: Sustainability In Interior Design Curriculummentioning

confidence: 99%

Section: Sustainability In Interior Design Curriculummentioning

confidence: 99%

Using problem-based learning in sustainable design education

Afacan¹

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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“…The wide adoption of BIM in the AEC industry indicates the necessity of a redesign of the interior design pedagogical framework to meet the industry expectations (Henderson & Jordan, 2009). While digital simulations to predict building performance have been incorporated in the curriculum of architectural and engineering disciplines, interior design education has been slow in coping with the current need of practicing green design‐based predictable models (Zuo, Leonard, & MaloneBeach, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Building Information Modeling for Green Interior Simulations and Analyses

Lee

2012

Journal of Interior Design

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There is a growing trend of green building design that relies on technologies and computer simulations based on building information modeling (BIM) during the design process. Green building project teams are increasingly adopting BIM due to its capabilities of analyzing and simulating various design scenarios to make informed decisions to achieve green objectives. However, there is currently a gap in the technological approach to achieving green design in interior design. In order for interior designers to make informed decisions for effective green interior designs, interior designers need to understand the critical functions of BIM‐based simulations and analyses in achieving green interior environments. This exploratory paper intended to discuss how BIM can be used for green simulations during the design process and to provide a framework for incorporating BIM‐based green simulations and analyses to interior design projects based on four categories found from literature review. Four types of methods included are visual analysis, prescriptive analysis, web‐based external simulation, and external simulation and visualization. Four types of methods were examined with case studies performed in an interior design course over 3 years. The course utilized BIM and BIM‐based external building performance simulation and analysis tools to achieve green interior environments. Lastly, the paper discusses interior design pedagogical issues with using BIM‐based simulations and analyses including student learning experiences as well as the challenges and benefits of incorporating green simulations to interior design projects.

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“…However, the teaching of computer skills in CAD classes has often been disconnected from design activities within interior design curricula. Commonly, students were provided with step‐by‐step instructions to practice CAD program commands (Zuo, Leonard, & MaloneBeach, 2010). On the other hand, students lacked the needed guidance on how to select and coordinate different tool sets in design practice.…”

Section: Problem Statementmentioning

confidence: 99%

“…In addition, the conventional method of delivering digital techniques emphasizes the representation aspects (Basa & Şenyapth, 2005), but lacks exposure to the simulation and analytical capabilities for assisting design decision making. Such a teaching approach failed to reveal the full capacity of digital technologies in hybrid design practice (Zuo et al., 2010). It is essential to reorient the approach and to investigate the integration of hand and digital tools for formal, environmental, and energy use exploration.…”

Section: Problem Statementmentioning

confidence: 99%

A Comparison of Learning Experience, Workload, and Outcomes in Interior Design Education Using a Hand or Hybrid Approach

Zuo

MaloneBeach

2010

Family & Consum Sci Res J

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This exploratory study examined interior design projects developed using conventional hand techniques and a hybrid tool set of digital and nondigital media for differences in the learning experience, workload, and design outcomes. Two groups of students were randomly assigned to either a hand‐generated section or a hand‐and‐digital section. They were asked to design a residential unit within a given village site. Following presentation of the designs, students rated the effectiveness of visualization and the workload of using each tool set, and professional evaluators rated the design solutions on esthetical, functional, environmental, and viewing aspects. Overall, the performance outcomes were ranked higher for the hybrid group on three of four outcomes. The evaluators also rated the combined use group outcomes higher than the hand‐only group. These findings suggest that the hybrid design approach has a productive place in the interior design curriculum and practice. Future research with larger samples and more sophisticated technology is needed to fully examine the potential for integrating mediated tools into the interior design profession.

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Integrating performance-based design in beginning interior design education: an interactive dialog between the built environment and its context

Cited by 18 publications

References 6 publications

Using problem-based learning in sustainable design education

Using problem-based learning in sustainable design education

Using Building Information Modeling for Green Interior Simulations and Analyses

A Comparison of Learning Experience, Workload, and Outcomes in Interior Design Education Using a Hand or Hybrid Approach

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