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Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

Technology development quality in architectural design is affected by the quality of the process and factors used to develop it. The purpose of this study is to investigate the factors for effective enhancement (EE) of technologies in design process improvement (DPI).

Major databases have been explored to identify a list of factors affecting technology development in DPI because of the main elements of architecture design education. Then, a survey-based empirical study has been done in two high-rank architecture schools (one in a developing country and one in a developed country), during the years 2015–2018. Data have been collected from analyzing the design process, design reviews, design team viewpoints, researchers' observations and organizations' features about the development of production, conceptualization and communication technologies in DPI initiatives. Both quantitative and qualitative approaches have been utilized to provide deep contextual data.

Comparative analysis of the groups showed that high levels of EE of technologies lead to high levels of DPI, and these are because of the positive performance of conceptualization, communication and production technologies.

Comparing two groups, the category of design process and the factors related to the design stages of ask, imagine and improve approved to be the right factors to use technologies in more effective ways. Efficiency in collecting information and doing research, efficiency in developing solutions, efficiency in communicating results, team processes and organization communications have been rated top most effective factors based upon overall categories.

The purpose of this study is to give an informative map of sustainable architectural education by focusing on publishing trends, prominent publications, prolific contributors, research challenges and future research prospects. As a consequence, an efficient framework for collecting significant knowledge and identifying prevalent topics in sustainable architectural education towards more sustainable environments at the urban and building scales may be provided.

The methodology adopted in this study is based on examining the subjects of many consecutive rounds of the Passive and Low Energy Architecture (PLEA) conference, with an emphasis on the most recent five rounds. The PLEA's official website served as the main source for gathering all proceedings. Earlier rounds from 2016 to 2020, which cover a time span of five years, were utilized to analyze patterns during that time period. The rationale for selecting this time period was the limited availability of data required to observe the trends, area of interest and emerging themes in these fields that could be analyzed qualitatively.

The findings show that the following drive themes emerged around education and research-driven sustainable architecture: emerging design as a core idea; concentration on the way of delivering and developing education; constructing and shaping the building; assessing current practices; acquiring and recruiting knowledge and new concepts; reporting on the current condition; portraying the target audience and ensuring the long-term viability of the architectural educational process. This insight provides academics and professionals a greater grasp of the state of the art, allowing them to direct their research toward developing concerns in education and research-driven sustainable design.

The study results provide an effective framework for collecting relevant content and identifying prominent topics in sustainable, passive and passive low-energy architecture for the creation of more sustainable urban and building environments. Furthermore, this qualitative and exploratory study may serve as a framework for those researching, creating and verifying different research approaches in education and research-driven sustainable architecture.

Virtual reality (VR) technology invaded various domains including architecture practice and education. Despite its high applications in architecture design education, VR has a high potential to be used in architectural history courses as well. This paper aims to examine the effect of using VR technology on the students’ learning abilities of history of architecture.

The experimental approach was used. Two experiments were designed by creating virtual environments for two selected architectural examples from the Modern Architecture course. The participants who were students of Modern Architecture class had to complete two questionnaires, one for each example. The first one was based on Bloom’s taxonomy, and the other was prepared to test the participants’ analytical and critical skills. Besides, participants had to fill out satisfaction and ease-of-use survey on a five-step Likert scale.

Participants in the VR condition achieved better grades in knowledge gain compared to those in the traditional conditions. Their analytical and critical thinking skills were improved in the VR conditions. Gender has a significant impact on analytical and critical thinking skills. Participants recorded a high level of satisfaction; however, male students were more satisfied than female students who reported concerns about the weight of the used tools and nausea symptoms.

This study informs architecture education and provides insights into the potentials of using advanced technology in architectural history education. Teaching the various history of architecture courses will be improved, shifted toward a more student-centered curriculum, and may acquire more excitement and conscious curiosity.

Using VR in architectural education is rigorous in architectural design courses and students’ design projects’ presentations. This research expands architectural education research by examining other ways of teaching history of architecture courses and its effect on the students’ knowledge gain and performance.

Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.

This study aims to examine whether a text stimulus could enhance students' imagination and thus enhance their creativity in the architectural design studio. The assumption is that adopting the text stimulus in the conceptual design stage would support students' imagination through a nonlinear design process, and ultimately produce the creative values of design outcomes.

A curriculum that adopts a text stimulus was developed and used for first-year university students. The aim was to implement an architectural setting to stimulate students' imagination with a framework for creativity evaluation. The study focused not only on the design process that characterizes the generation of concepts and ideas, but also on the processes related to the creative practices that students need for developing their own expression methods to solve problems they encounter.

The results show that design education that emphasizes the imaginary could enhance students' creative thinking, thus leading to creative design. As a training tool in the design studio, the diversity of interpretation following the text stimulus was revealed to provoke a nonlinear design process and to eventually enhance students' originality, differential and inventiveness, which are associated with the creativity criteria for evaluation.

The study explores the translation of imaginary spaces from text into spatial design as a conceptual tool in order to characterize and support creativity throughout design education in the architectural design studio.

The purpose of this paper is to explore three diverse case studies in higher education that provide learners with innovative, disruptive and potent ways of seeing, thinking and acting. It considers pedagogical structure and phenomenological dimensions over an array of study abroad and immersive learning conditions. This paper illustrates rich and impactful ways that learning can unfold, including the unintended consequences of education that opens eyes, changes perspectives and builds empathy.

This paper deploys a case study method whereby three unique programs for studio education are critically considered/analyzed. The research connects cases and delineates approaches in environmental design, whereby greater understanding and deeper knowledge can be attained.

This paper, through study of cases of immersive learning, reveals effective ways in which studio teaching can serve to heighten sensitivity, construct rich self/world views and render visible more profound knowledge. Such knowledge transcends disciplinary boundaries and professional borders – encompassing a fuller spectrum of awareness that includes the social, the cultural and the spiritual.

This paper investigates studio-based graduate education in Environmental Design, with a particular focus on Architecture/Planning. As such, there are limitations to the applicability of discoveries and revelations. That said, the general model for teaching and learning may have value across disciplines well beyond those examined in the current research.

In an increasingly complex world, where cultures and values routinely collide, the research presents pedagogical approaches that promise to erode walls, dissolve barriers and counter fragmentation. The case studies illustrate effective ways to heighten learning beyond the ethos of traditional classes and conventional classrooms.

This paper proffers bold creative models for teaching that defy everyday strategies. It encourages moving students to places/spaces, both concrete and abstract, that challenge their assumptions, test their capabilities and permit exceptional personal/professional growth.

The aim of this study is to present design tactics (DTs) for supporting the adaptability of existing primary and middle school buildings into the emerging needs of coronavirus disease 2019 (COVID-19). The study introduces a novel algorithmic model for postoccupancy evaluation of the existing school buildings and provides solutions to enhance the adaptability of these buildings.

This study employs the DTs defined by the authors, integration of DTs to the algorithmic model and tests the usability of the proposed model in the selected sample set. The sample set consists of four primary and middle school buildings with different architectural qualities. The degrees of flexibility of the existing sample set are evaluated depending on the outcomes of the implementation.

The degrees of flexibility are achieved as a result of execution of the algorithmic model for each selected school building. Initial results of the case studies show that the flexibility of a school building is highly related to affordances and design decisions of the plan layout which were considered in the initial phases of the design process. Architectural qualities such as open plan and having sufficient voids in the interior and exterior space become prominent factors for ensuring flexibility.

Developing a systematic approach to the adaptation problem of primary and middle school buildings to postpandemic reuse is a novel research topic. Apart from this contextual originality, the proposed taxonomy for postpandemic reuse in terms of three levels of adaptation is a new conceptual framework. Moreover, the proposed algorithmic model itself can be considered as an original contribution, as well as a merge of qualitative values such as adaptation and flexibility with an algorithmic model.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

This paper aims to investigate trends and themes within the literature pertaining to live projects, and in so doing, highlight possible areas of future exploration and research.

This paper utilises a Systematic Quantitative Literature Review (SQLR) method, wherein keywords and phrases are entered into selected citation databases generating a reproducible list of literature. This is then refined using a specified list of criteria and read for relevance. The resulting literature forms the basis of qualitative and quantitative analyses and review.

The reviewed scholarship demonstrates a surge in publications since the early 2000s, with 75% of publications originating from the USA, Canada, or the UK Furthermore, themes related to live project definitions, outputs and rationales were examined, demonstrating that common factors such as “community”, “construction” and “pedagogy” are not mutually exclusive but tend to overlap, making the topic hard to define. These results also demonstrate a proclivity for projects with a built output. Barriers to live projects were also assessed, and it was found that administrative hurdles, such as time and budget constraints, were the biggest concern to live project practitioners. Finally, critical voices were examined and showed that live projects need to reflect on the nature of their engagement with the community.

This method, while capturing a substantial portion of the published scholarship, does not capture all live project literature due to limitations such as language and a strong focus on peer-reviewed publications. Furthermore, this research only captures literature that has been published. It does not reflect the variety and extent of live project activity occurring globally. For reasons such as unfamiliarity and inconsistencies with the use of live project terminologies, doubtless many unpublished live projects are conducted–yet not represented in these findings. This study may help live project execution by providing valuable examples of existing trends.

This paper captures the metadata from 110 live project publications, allowing for wide-ranging analysis, categorisation and discussion on the topic.