Open House International

Alburgawi, Saeed Ali; Al-Gamdi, Mohamad Alissan

2022 Open House International

doi: 10.1108/ohi-12-2020-0178

The purpose of this paper is to determine the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged. This indicates the potential to develop frameworks and strategies for adapting architectural pedagogy modes to unexpected situations.Design/methodology/approachThis study is based on qualitative research with phenomenological aspects, focusing on a phenomenon experienced by a group of people involved in a Bachelor of Architecture degree program. This paper uses data collected from a literature study, as well as interviews conducted at the College of Engineering and Islamic Architecture of Umm Al-Qura University in Saudi Arabia; the data sources include tutors, students and recent graduates with common teaching and learning experiences in design studios.FindingsThe study shows the feasibility of conducting part of the design course in a distance mode and the rest as on-campus attendance, to ensure effectiveness and to produce quality architectural designs with maximum detail. However, research reveals that both students and educators need greater awareness of the self-learning process.Originality/valueThe research value lies in exploring how the imposition of a distance architecture design studio due to the COVID-19 lockdown has potentially established a new pedagogical model for teaching architecture design studio.

Ummihusna, Annisa; Zairul, Mohd

2022 Open House International

doi: 10.1108/ohi-01-2022-0020

Formal architecture curriculum necessitates students to observe their architectural experience and environment, which cannot be comprehended entirely in a classroom alone. However, complications in handling site visits and the Covid-19 pandemic can affect their overall learning experience. This study seeks to uncover (1) how a learning tool can be designed to actively enrich novice designers' personal spatial understanding and (2) how will the experiential learning (EL) with immersive learning technology (ILT) replace the actual concrete experience (CE) in enriching the novice designers' personal spatial experience during the architecture design process.Design/methodology/approachThe current research focuses on novice designers (first-year architecture students) who seem to lack personal spatial experience. Findings from a personal spatial experience survey (PSES) conducted in the earlier stage of the research established that each learner had had a different level of spatial experience, which affected their approach in the design process. A learning tool called Architectural Spatial Experience Simulation (ASES) was designed, developed, implemented and evaluated with an experiential learning model (ELM) framework.FindingsThe findings suggest that the use of ASES in the ELM significantly increased the learners' spatial experience. However, the simulation and framework demonstrated a different effect on the participants' spatial experience, particularly on learners with minimal spatial experience.Originality/valueThis study benefits the architecture learning process by providing a tool and a framework to remedy the emerging issue concerning novice designers. The finding contributes to the body of knowledge by expanding the application of EL theory in architecture education.

Al Maani, Duaa

2022 Open House International

doi: 10.1108/ohi-02-2022-0058

This cross-sectional study investigated differences in the learning styles of 127 undergraduate architectural students (first year through to final year) to examine the relationship between learning styles and learning autonomy.Design/methodology/approachFor the investigation, the Felder and Solomon index of learning styles and the Macaskill and Taylor autonomous learning scale were used to identify how these variables relate to one another and how this relationship differs by gender and level of study.FindingsThe study provides evidence of a statistically significant impact of studio-based learning on both learning autonomy and style. Our findings, in conjunction with the absence of consistent findings from literature, provide suggestions for making learning in the studio more inclusive for all students. The authors also suggest that looking for learning style differences in the design studio is redundant. This is not intended to ignore the importance of learning styles, but when differences of learning preferences are apparent in one design studio, such finding would provide support for that specific learning setting, and only then conclusions can be drawn and suggestions can be introduced to help its learners, but not to be generalized to other studios.Originality/valueLearning styles in the design studio literature has revealed only a few fragmentary and sometimes contradicting evidence that cannot be generalized. Although previous studies have explored learning styles in architecture in some detail, much uncertainty still exists about the relation between learning styles and other learning concepts such as autonomy, especially within studio-based subjects. In this research, the authors interrogated and critically review learning styles as applied to different design settings from different countries.

Abusafieh, Shaden Fakhri

2022 Open House International

doi: 10.1108/ohi-04-2022-0108

The study investigates the effectiveness of an adaptive reflective framework that shifts the learning process toward a student-centered approach within an interdisciplinary learning environment. It aims to promote the learning process within an interdisciplinary learning environment that could promote the students’ design competencies.Design/methodology/approachThe experiment was conducted at Basic Design studio, investigating three concepts of basic design principles: harmony, repetition and rhythm. A total of 80 first-year architectural students were enrolled in this study and placed into two equal groups: the “control group” received the traditional learning method and in contrast, the “experimental group” received an interdisciplinary reflective learning method using music as a relevant discipline.FindingsThe results showed that utilizing “Music Animation Machine” in the learning process significantly promoted students’ cognitive skills, engagement and design competencies. In addition, there was obvious evidence of excellent progress in learning basic design principles using the proposed reflective approach within a student-centered learning environment.Originality/valueMany researchers focus on the importance of using music as a design tool. However, there is a crucial demand for investigating it as a learning tool. This research raised music effectiveness in the learning process of design principles. Thus, it incites to test more disciplines interconnected with architectural design. Other researchers could utilize this approach to ensure its effect on enhancing design competencies in the basic design and other architectural design courses.

Metinal, Yusuf Berkay; Gumusburun Ayalp, Gulden

2022 Open House International

doi: 10.1108/ohi-05-2022-0120

The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

Uzunkaya, Aslı; Paker Kahvecioğlu, Nurbin

2022 Open House International

doi: 10.1108/ohi-07-2021-0155

This study is based on a research approach proposal aiming to reveal tacit knowledge that shapes architectural design processes through subjective accumulations and tools. With the premise that design embodies tacit and personal knowledge, it proposes an alternative way to decipher this subjective medium.Design/methodology/approachThe proposed research approach, “(architectural) design research through reflection”, basically belongs to “research by design” method and narrowed in the focus of reflection. It enables to study how tacit knowledge functions within processes of architectural design without being its very subject. The proposal and the product of the approach, revealing diagram, are developed through the “architect's” tools and the involvement of the “researchers” in the process. It is also supported by a conceptual basis created from literature on reflection.FindingsBy means of the proposal, the reflective accumulation of the subjects, that is, the tacit knowledge, is investigated in relation to practice. The revealing diagram is presented as a tool through which relations can be interpreted within the framework of subjects. It is a tool by which the subjects, tools and processes of the architectural design product can be analysed.Originality/valueThe study contributes to architectural research by shifting the perspective on reflective knowledge that shapes design processes.

Shahruddin, Syafizal; Zairul, Mohd; Haron, Ahmad Tarmizi; Fared, Meor Mohammad

2022 Open House International

doi: 10.1108/ohi-07-2021-0147

Interpreting the meaning structure of architects' actions, behaviours and performances enacted in a building information modelling (BIM) environment is implausible by returning to the classic and ideal imagery of an architect as a natural leader. Yet, little has been empirically explored on how architects perceive their identity and most critically, how they act, behave and perform their way into it in such an environment. Consequently, architects' failing to adapt their core identity to the varying circumstances may lead to their irrelevance and being side-lined merely as aesthetic building surgeons. The current study therefore seeks a better understanding of their perceptions and experiences in manifesting their identities in the phenomenon.Design/methodology/approachDrawing upon the interpretive phenomenological approach, ten architectural trained individuals were selected for in-depth, semi-structured interviews, and written accounts exercise to disclose their lived experience. The study was conducted in a Malaysian architectural consultancy practice (ACP) setting.FindingsThe data analysis resulted in the following five performance identity themes that revolve around the core identity of a successful designer: “performing as a design strategist”, “performing as a design translator”, “performing as a design facilitator”, “reinstating the identity of a design coordinator” and “performing as a design innovator”.Practical implicationsThe study serves as groundwork for professional institutional bodies to further reconstruct a career road map alongside the professional development framework towards elevating, developing and facilitating the hybridity of architects' performance identities in such environment.Social implicationsThe study serves as a groundwork for professional institutional bodies to reconstruct the existing continuing professional development (CPD) programmes, materials and framework so that they reflect the performances of future architects practicing in a BIM environment. The elicited experiences may also inform architectural curriculum designers of the appropriate approaches of teaching and learning in architecture that could promote the hybridity of architects' performance identities in such an environment.Originality/valueThe study contributes to the identity literature by yielding valuable new insights about the experiences and behaviour of architects practicing in a BIM environment. Understanding such complexity would not be possible merely based on the theoretical lenses of professional identity and organisational identification as adopted in previous studies.

Tan, Seda; Gumusburun Ayalp, Gulden

2022 Open House International

doi: 10.1108/ohi-12-2021-0273

Despite several advantages of Building Information Modelling (BIM) technology, BIM has not been adopted and implemented extensively in developing countries. Consequently BIM remains at a beginner level in developing countries. To increase the level of BIM implementation, first, knowing the root factors that resist BIM implementation is necessary to know. Therefore, the objective of this study was to identify the factors that limit BIM implementation in developing countries, specifically in the Turkish Architecture, Engineering and Construction (AEC) industry.Design/methodology/approachA questionnaire was designed with 46 influencing causes (ICs) identified through a systematic literature review. In total, 141 survey results were returned from architects and engineers, and reliability analysis, exploratory factor analysis, and confirmatory factor analysis were conducted. Furthermore, a structural equation model (SEM) was developed to identify the root factors of BIM implementation.FindingsEight root factors affecting the prevalent use of BIM technology in the Turkish construction industry were determined and grouped into three categories based on BIM implementation level. Problems with the BIM transition process and a lack of management support are the most influential root factors limiting BIM implementation. Lack of incentives, lack of BIM education, bias regarding BIM technology and BIM-based software problems form the second group of root factors that have a significant effect. Awareness and lack of communication amongst stakeholders were identified as root factors that had a moderate effect.Research limitations/implicationsThis study contributes to the knowledge body by revealing eight root factors limiting BIM implementation in the Turkish AEC industry which can be generalised to most developing countries. Therefore, the outcomes of this study may be used as a practical reference for future research aimed at improving BIM adoption in developing countries through governmental, educational, and managerial solutions.Originality/valueSeveral studies have identified the challenges and barriers of BIM implementation in the construction industry using qualitative and quantitative analyses and projected the current state. Unlike previous studies, this study comprehensively and quantitatively determined the root factors that constrain the use of BIM in Turkey using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling to present a structural model.

Lapinskaitė, Indrė; Stasytytė, Viktorija; Skvarciany, Viktorija

2022 Open House International

doi: 10.1108/ohi-01-2022-0021

The concept of a smart city, which is relatively new, is analysed from different aspects, including sustainability. Due to rapid urban development, smart city and sustainable city synergy has become an approach supported by the authorities. Hence, the paper aims at assessing and ranking the European Union (EU) capitals in the context of the smart sustainable city (SSC).Design/methodology/approachThe paper assesses and ranks 19 EU capitals according to 41 indicators. The assessment was done in four steps. First, each target SSC indicator was accessed for each city. Second, the scattering results of each city in the list of indicators were noted. Third, the indicators were ranked using the VIsekriterijumska optimisacija i KOmpromisno Resenje (VIKOR) method. And fourth, both scattering and ranking results were compared.FindingsThe comparison of the scattering and ranking results revealed that almost the same cities share the top ten positions. Although two cities fell out of the top ten, the overall results reinforce the reliability of the research results. Amsterdam ranked as the Number 1 SSC, and Helsinki took the second position.Originality/valueA comparison of a wide range of indicators highlights the current situation and the disparities between EU capitals. The results could help local and national authorities and policymakers increase the sustainability and smartness of cities.