A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

Abstract

The education of architectural design requires balanced curricular arrangements of respectively theoretical knowledge and practical skills to really help students build their knowledge structures, particularly helping them in solving the problems of cognitive load. The purpose of this study is to establish an architectural design knowledge conversion model, helping students to obtain architectural design knowledge through a learning process of knowledge sharing/socialization, extraction, externalization, integration, creation and internalization. This model can help students to effectively solve the problems of cognitive load in the learning process, achieve knowledge construction and storage through meaningful learning, apply their knowledge in their future designs and, ultimately, improve their design capability. This study starts with a literature review on theories of knowledge conversion and cognitive load to establish an architectural design knowledge conversion model complemented with especially designed curricular contents and activities. The model is applied in actual teaching to find out if the application of this model has a positive influence on the students in their learning of architectural design, solving the ill-defined problems in their learning and easing their cognitive load.

(Retracted) Computer hand-painting of intelligent multimedia images in interior design major

“…To support this industry sector, the American Institute of Architects is updating its series of interior design documents. 5 Wu et als 6 research aims to establish an architectural design knowledge transformation model to help students acquire architectural design knowledge through the learning process of socialization, extraction, externalization, integration, creation, and internalization of knowledge sharing. Wu et al 6 started with a literature review of knowledge transfer theory and cognitive load theory to establish a knowledge transfer model of architectural design, supplemented by specially designed course content and activities.…”

“…5 Wu et als 6 research aims to establish an architectural design knowledge transformation model to help students acquire architectural design knowledge through the learning process of socialization, extraction, externalization, integration, creation, and internalization of knowledge sharing. Wu et al 6 started with a literature review of knowledge transfer theory and cognitive load theory to establish a knowledge transfer model of architectural design, supplemented by specially designed course content and activities. Altamimi's 7 research on technological development and the digital revolution has successfully integrated many technological applications and rolled them into more complex applications, as well as infiltrating all aspects of technology that affect buildings.…”

“…To support this industry sector, the American Institute of Architects is updating its series of interior design documents 5 . Wu et al.s 6 research aims to establish an architectural design knowledge transformation model to help students acquire architectural design knowledge through the learning process of socialization, extraction, externalization, integration, creation, and internalization of knowledge sharing. Wu et al 6 .…”

Capturing tacit knowledge: A case of traditional doctors in Mozambique

“…Externalisation involves articulating tacit knowledge in the form of explicit concepts such as metaphors, analogies, hypotheses and cognitive models by recombining different situations in order to create more explicit knowledge (Moreno & Cavazotte 2015). In the combination phase, new explicit knowledge is created by merging, categorising and synthesising existing explicit knowledge (Wu et al 2017). Internalisation involves converting explicit knowledge into a new tacit knowledge and is closely related to learning by doing (Alavi & Leidner 1999;Wu et al 2017).…”

“…In the combination phase, new explicit knowledge is created by merging, categorising and synthesising existing explicit knowledge (Wu et al 2017). Internalisation involves converting explicit knowledge into a new tacit knowledge and is closely related to learning by doing (Alavi & Leidner 1999;Wu et al 2017). Although the SECI model is widely used, it has received some criticismmost severe being the implicit assumption about cultural universality (Glisby & Holden 2003).…”