Technology-Enhanced Learning in Light of Bloom’s Taxonomy: A Student-Experience Study of the History of Architecture Course

Abstract

The purpose of this study is to determine whether and how the use of video-based learning resources by architecture students contributes to the development of high-order cognitive abilities in light of Bloom’s revised taxonomy, as well as how satisfied these students are with this integration into their coursework. Convenience sampling was used to recruit participants who completed a two-phase questionnaire (n = 52) and focus-group interviews (n = 16). This study provided empirical evidence of the advantages of this integration in establishing a student-centered atmosphere, and as a cost-effective, accessible, and sustainable strategy for enhancing blended learning in the field of architectural history. Nonetheless, the examination of the narratives suggests that this strategy primarily nurtures low-order cognitive abilities. To maximize the potential of this pedagogical strategy to improve student learning outcomes, educators must develop curricula that nurture high-order thinking using Bloom’s taxonomy taking into consideration the characteristics of each discipline. Learning activities should go beyond memorization and recall of facts, allowing students to apply, analyze, synthesize, and evaluate their knowledge, as well as consider concepts from multiple perspectives.

Exploring the Potentials of Artificial Intelligence Image Generators for Educating the History of Architecture

“…Originally developed by educational psychologist Benjamin Bloom in the 1950s, the taxonomy categorizes learning into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. These levels represent progressively more complex cognitive processes, from the simple recall of information to the synthesis of new ideas [11]. Applying Bloom's taxonomy to the History of Architecture course reveals a field predominantly dependent on conventional tools but incorporating evolving technologies such as Virtual Reality (VR), Augmented Reality (AR), and others (Figure 2).…”

“…It can be used to measure and assess different teaching methods in order to develop better comprehension, understanding, and analytical ability [18]. Moreover, the model can also be utilized in adapting new potential technologies such as Virtual Reality (VR) [39] and video-based learning resources [11] to existing courses on architectural history, aiming to maximize the potential of pedagogical strategies to improve student learning outcomes.…”

An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights

“…Pedagogical approaches in sustainable TEL focus on learner-centered strategies, fostering active engagement, collaboration, and critical thinking [24,25]. Research has explored the integration of digital technologies, such as mobile devices, online platforms, and virtual reality, to enhance learning experiences and promote self-directed learning [26][27][28].…”

Exploring the Use of Wh-Questions for Reading Comprehension Text at a Rural-Based Secondary School

“…Wh-questions have been used since time immemorial to accomplish cognitive skills. In 1956, Benjamin Bloom developed a 'Taxonomy' dealing with the order of posing questions to students; and remains the most familiar scholar in the educational sectors (Al Maani & Shanti, 2023). It addresses knowledge, comprehension, application, analysis, synthesis and creation questions (Stevani & Tarigan, 2023).…”