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The purpose of this research is to explore the transformative impact of AI-augmented tools on design pedagogy. It aims to understand how artificial intelligence technologies are being integrated into educational settings, particularly in creative design courses, and to assess the potential advancements these tools can bring to the field.

The research adopts a case-study approach, examining three distinct courses within a creative technology curriculum. This methodology involves an in-depth investigation of the role and impact of AI in each course, focusing on how these technologies are incorporated into different creative disciplines such as production design, fine arts, and digital artistry.

The research findings highlight that the integration of AI with creative disciplines is not just a passing trend but signals the onset of a new era in technological empowerment in creative education. This amalgamation is found to potentially redefine the boundaries of creative education, enhancing various aspects of the learning process. However, the study also emphasizes the irreplaceable value of human mentorship in cultivating creativity and advancing analytical thinking.

The limitations of this research might include the scope of the case studies, which are limited to three courses in a specific curriculum. This limitation could affect the generalizability of the findings. The implications of this research are significant for educational institutions, as it suggests the need for a balanced interaction between AI's computational abilities and the intrinsic qualities of human creativity, ensuring that the core essence of artistry is preserved in the age of AI.

The originality of this paper lies in its specific focus on the intersection of AI and creative education, a relatively unexplored area in design pedagogy. The value of this research is in its contribution to understanding how AI can be harmoniously integrated with traditional creative teaching methods. It offers insights for educational institutions preparing for this technological transformation, highlighting the importance of maintaining a balance between technological advancements and humanistic aspects of creative education.

There are several studies showing that end-users' participation in the architectural design process of houses is critical to their satisfaction (e.g. Önder et al., 2010; Ammar et al., 2013). Housing that is not adjusted to inhabitants' needs leads to modification works (Davidson et al., 2007) that could be avoided if their design was defined from the beginning with their participation. Digital technologies, such as 3D interactive visualization, benefit co-design processes by helping non-specialists better understand space and design possibilities (Salter et al., 2009; Schroth et al., 2006). However, the available literature shows that existing co-design digital tools were not developed based on potential users’ requirements. This paper aims to define the user requirements of a co-design tool for housing customization.

Interviews were conducted to gather information on how participatory processes occur in housing cooperatives and identify how potential users can collaborate in the design definition of their houses using a digital tool.

The interviews were analyzed, and requirements were defined.

This work contributes to the advancement of knowledge since the tool is defined based on requirements collected from potential end-users. By using a user-centered approach, the tool can contribute to more effective and informed collaboration.

The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.

Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).

The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.

The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

The aim of this article is to map the use of AI in the user experience (UX) design process. Disrupting the UX process by introducing novel digital tools such as artificial intelligence (AI) has the potential to improve efficiency and accuracy, while creating more innovative and creative solutions. Thus, understanding how AI can be leveraged for UX has important research and practical implications.

This article builds on a systematic literature review approach and aims to understand how AI is used in UX design today, as well as uncover some prominent themes for future research. Through a process of selection and filtering, 46 research articles are analysed, with findings synthesized based on a user-centred design and development process.

The authors’ analysis shows how AI is leveraged in the UX design process at different key areas. Namely, these include understanding the context of use, uncovering user requirements, aiding solution design, and evaluating design, and for assisting development of solutions. The authors also highlight the ways in which AI is changing the UX design process through illustrative examples.

While there is increased interest in the use of AI in organizations, there is still limited work on how AI can be introduced into processes that depend heavily on human creativity and input. Thus, the authors show the ways in which AI can enhance such activities and assume tasks that have been typically performed by humans.

This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement.

This practical guide was developed by drawing insights from literature and our own practical experiences.

This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations.

This guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning).

While some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.

Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.

This study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.

Findings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.

A clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

The purpose of this study is to understand user perceptions and misconceptions regarding security tools. Security and privacy-preserving tools (for brevity, the authors term them as “security tools” in this paper, unless otherwise specified) are designed to protect the security and privacy of people in the digital environment. However, inappropriate use of these tools can lead to unexpected consequences that are preventable. Hence, it is significant to examine why users do not understand the security tools.

The authors conducted a qualitative study with 40 participants in the USA to investigate the prevalent misconceptions of people regarding security tools, their perceptions of data access and the corresponding impact on their usage behavior and data protection strategies.

While security vulnerabilities are often rooted in people’s internet usage behavior, this study examined user’s mental models of the internet and unpacked how the misconceptions about security tools relate to those mental models.

Based on the findings, this study offers recommendations highlighting the design aspects of security tools that need careful attention from researchers and industry practitioners, to alleviate users’ misconceptions and provide them with accurate conceptual models toward the desired use of security tools.

This study aims to formulate a user-friendly pre-design model that could be a decision support tool for green wall systems to assist designers in selecting an optimal green wall system aligned with specified performance criteria while concurrently addressing project requirements linked to social and economic parameters. This approach seeks to enhance overall project satisfaction for the designer and the owner.

A correlation between the green wall context and design requirements and its performance on the buildings have been defined by considering its social and economic parameters, which represented the owner preferences to ensure the most satisfaction from installation as it achieves the required performance that is defined by the designer such as maximizing thermal insulation, improving indoor air quality, reducing the needed heating and cooling loads, etc. and also to achieve the satisfaction in social and economic requirements defined by the owner such as system installation cost, system maintenance cost, adding beauty value, etc.

The research developed an easy pre-design model to be a tool for green wall system decision-making for the most suitable system, which contains three main steps: the first one is defining the required performance of the green wall (designer requirements), the second step is limiting the context of the project which is made by designer and the owner requirements and finally the third step is choosing the system components that ensures achieving the requirements of both owners and designer, related to the building and climate context.

The added value lies in developing a green wall decision-making tool, essentially a pre-design model. This model considers the correlation between the project’s context, encompassing climate and building conditions. It provides a structured approach for decision-making in the early stages of green wall design. It offers valuable insights into the optimal choices related to system type, installation methods and plant characteristics. This enhanced decision-making tool contributes to more informed and efficient design processes, considering each project’s specific needs and conditions.

The proliferation of environmental rating tools over the past two decades has endeavoured to assist the industry in measuring sustainability. Recent changes to the International Valuation Standards (IVS) have directed valuers to consider ESG. The purpose of this study aims to examine how commonly utilized sustainability tools, which have been employed to communicate building sustainability credentials, align with the IVS categories of ESG.

The research utilises the IVS categorisation of ESG and maps sustainability tools adopted at scale by the Australian Commercial Real Estate market. The approach identifies the various attributes within the commonly utilised rating tools that align with IVS defined ESG criteria.

The mapping provides insights into the coverage of the IVS ESG criteria in the mainstream tools used in Australia. Further, the research identifies existing sustainability criteria that are relevant to the built environment, that have not been clearly identified by the IVS, but have an important role in evaluating the sustainability of commercial real estate.

For investors, occupiers and valuers, this research provides insights on how the current, commonly utilised sustainability rating tools align with the IVS-defined ESG metrics. This research assists in providing greater clarity regarding the relationship between ESG criteria and existing rating tools, which have been recently identified as key considerations in valuation practice and help to provide transparency and understanding for property stakeholders.

The importance of monitoring, reporting and enhancing transparency in ESG disclosures has emerged as a central issue with significant implications for the property industry. This research provides the first evaluation of how existing sustainability rating tools map against ESG criteria as directed in the IVS.

Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking.

A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design.

The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users.

The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.