Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design

Abstract

The currently used educational technology with artificial-intelligence-powered solutions, although rather instrumental, may lead to discontinuity in learning, as it lacks social and emotional value, which is an essential part of education for sustainable development and results in an immersive experience through which higher-order thinking skills can be adopted. This paper aims to explore transformative learning (TL) and innovation skill improvement accommodated by transactional distance theory in a 16-week remote sustainable architecture design course. The analysis identified the following: (a) significant progress in students’ attitudes toward uncertainty and criticality while social support differs due to the influence of classmates, faculty staff, teamwork, writing and reading assignments, promoters from industry and extracurricular activities; (b) significant progress in TL achievement while innovation skill development differs significantly across the groups in which online collaborative learning was found as an influencer in creativity and motivation; (c) self-efficacy influenced by feedback in and on actions, such as essay and other writing assignments, verbal persuasions and positive social comparisons; (d) lack of development of situational awareness, continuity of learning and interactions/situations to empower teammates in handling conflicts to develop leadership ability; (e) decrease in risk-taking ability, especially in a group of students in which social support was limited due to the absence of challenging situations and tasks. The results support the use of remote intervention directed at prosocial motivations and action-focused group goals.

Have we reached a technological plateau? A situational awareness approach to overcome the barriers limiting the development of BIM-based plugins

“…Finally, results suggest that to overcome the barrier of BIM extended complexity because of plugins' development and use, the three strategies of ensuring the availability of tech support to address sudden disruptions (Gholami et al, 2013), continuous assessment of the return on investment (Gao et al, 2022;Saad et al, 2022), and ensuring all software and hardware utilised are up to date (Manzoor, Othman, Gardezi, et al, 2021), are all indicated as significant. This is suggestive of the importance of projecting the post development and use practices in the SA theory on the effectiveness of innovation-implementation (Avsec et al, 2022). Namely, these results are believed to provide an implicit of the importance of attaining a "working memory" to expand humans' cognitive resources in SA (Pooladvand and Hasanzadeh, 2023, p.3).…”

You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

“…When addressing this matter, Atlam et al [130]. Jojoa et al, [84] and Wang et al [129] found that anxiety, stress, and depression were common denominators that could persist for a long time.…”

“…On the other hand, Chessa and Solari [128] explored the use of a web-conferencing system and a VR social platform in Computer sciences to understand if extended reality systems would enhance distance lectures and meetings by providing the psychological sense of being in a classroom. Meanwhile, Avsec [129] proposed improving transformative learning and innovation skills using AI in a remote sustainable architecture design course. Laurens-Arredondo [130] also presents a pilot study showing the positive impact of mobile learning and AR on motivation and meaningful learning in Engineering-related programs.…”

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

“…Architecture education and design studio work can deploy both approaches to improve the system dynamic and user design experience [52]. Moreover, in the complex and dynamic environment in which we create and use design today, systems thinking may improve our understanding of future designer thinking by changing perceptions and mental models, inversing aspects in design and, thus, viewing them in a new light, interconnecting patterns in all natural things [53], and creating a more inclusive student-centered experience for enhancing engagement with learning [54], decision making [55][56][57] and leadership [58][59][60]. Systems thinking can play a key role in the shift to sustainability by focusing on interconnected changes in technologies, social practices, business models, regulations, and social norms [55].…”