PurposeThis study intends to review the existing studies on the application of immersive learning technology (ILT) in architecture education field. A systematic literature review (SLR) was conducted on the characteristics and implementation of ILT, research purpose, approach and outcome of research.Design/methodology/approachThe PICO concept (Population, Intervention, Comparison, Outcome measures) was used to form the research keywords. The Scopus database was searched and supported by supplementary search on Google Scholar, ProQuest, Emerald Insight and Springer Link. Based on the inclusion and exclusion criteria, 19 peer-reviewed journal articles published between 2013 and 2019 were identified.FindingsVirtual reality was found to be the most prevalent ILT applied in architecture education and commonly used as simulation. Most of the studies were applied in year-two architecture study and were mainly implemented for architecture design subject. Very few studies have associated the use of ILT with learning theories, and most of the existing studies have examined the effect of ILT on learning performance. Motivation was found to be the dominant emotional state, and most of the interventions deal with a higher cognitive level.Research limitations/implicationsOnly a small number of articles were selected due to the limited number of studies on the subject. Nevertheless, analysis of the selected few has provided valuable insight into the current scenario of the research topic.Originality/valueThis study adds to the existing literature by examining the existing empirical evidence on ILT intervention in the architecture education field. The findings will contribute towards innovating the learning process among architecture students and encouraging the use the ILT as part of architecture education system in higher education institutions.
Student's centred learning (SCL) has become a popular approach in today's higher learning education. It involves a collaborative synergy where teachers see the benefits to students, regarding increased enthusiasm, participation, and better preparation in the class project. Despite its popularity, there is no review paper discussing the type of SCL that has been implemented in the design studio teaching. This review was motivated by the belief that design studio in an immense pedagogy that needs to innovate the way it is taught in the classroom. Therefore, the goal of this systematic review is to synthesize literature from 2010 to 2019 on the SCL approach practices in the design studio using ATLAS.ti 8. A keyword search, followed by a filter using inclusion criteria from SCOPUS, Science Direct and Mendeley databases, identified 42 peer-reviewed journal articles. However, after the inclusion and exclusion process, only 23 articles were used as the final articles to be reviewed. A thematic review of these 23 articles identified 17 initial codes characterizing SCL in the design studio, grouped in 5 clusters: cooperative learning, inquiry-based learning, project-based learning, problem-based learning and technology-based learning. The results benefit the future study on SCL for architectural studio and can be a guideline for design studio educators in the 21 st-century studio teaching.
This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.
IBS has been theoretically and practically proven to improve the construction delivery apart from reducing the lead of time and cost throughout its supply chain. Under the Malaysian Construction Industry Transformation Programme (CITP) 2016-2020, it is stated that the government is accelerating the adoption of IBS through mechanisation and modern practices. Despite the government’s initiative, there have been relatively small amounts of materials published discussing the patterns in IBS publications in Malaysia and what the future holds for IBS. This paper explores a thematic review of the literature regarding new definitions and patterns that juxtaposes IBS in the construction industry in Malaysia from 2015 till 2019 by using the thematic review. The findings from the code-to-document analysis using ATLAS.ti 8 found that the patterns and trends on IBS from the year 2015 to 2019. This paper contributes to analysing the patterns and trends of IBS by identifying the thematic code within IBS publications for recommendations of future studies on IBS in Malaysia.
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