Experiential Learning Styles in the Age of a Virtual Surrogate

Abstract

Abstract

Data-Driven Design as a Vehicle for BIM and Sustainability Education

“…The objective of this toolkit was to expand BIM knowledge beyond the existing tutorials on how to use the BIM software, which was available to 2 nd year students, and instead consider on when and why BIM should be adopted and the implications of BIM use on the project throughout its lifecycle. This focus on practice implications and holistic understanding aligns with the recommendations made by Sacks and Pikas [17] and was communicated through real project case studies, video interviews with architects and general contractors, project-specific video tutorials, and a comprehensive multi-media literature review.…”

“…Within the academic literature, four pedagogical theories are frequently applied to BIM education: project-based learning (PBL), constructivism, experiential learning, and Bloom's taxonomy [10][11][12][13][14][15][16][17][18][19]. Each of these theories consider the active role of the learner and the acquisition of knowledge through the completion of a task with real-world applications.…”

“…The application of these learning styles has been considered and an experiential learning approach adopted by many educators teaching in the BIM context [16,17]. For example, Wang et al [17] found that the use of virtual reality environments, including those integrating BIM, favoured more concrete experiential learning styles, namely the Accommodator (Feeling-Acting, at the far ends of the concrete experience and active experimentation scales) style.…”

A Decade of Architectural and Urban Research Published in ‘Archnet-Ijar: International Journal of Architectural Research’

“…Employing protocol analysis methodology and coding video recordings of participants working on different projects, their findings reveal possibilities for designers to integrate different approaches into one design medium to facilitate design processes within AMM design environments. The work of Wang et al (2015) focuses on learning styles, advocating that changes triggered by the digital paradigm shift affected perception, and that users' experience was not always favourable. Investigating the impact of VR technologies on the learning style preferences the study examines 245 architecture and construction students over a two-year period revealing that when virtual reality applications were used in teaching, learning behaviour favoured a more concrete 'experiential' mode of learning.…”

Design Creativity: Future Directions for Integrated Visualisation

“…Research findings present the views of participants on their switching behaviour when transiting between different types of media; noting that despite some challenges, these switches could make it possible for designers to integrate different approaches into one design medium to facilitate design processes within AMM design environments. Wang et al (2015) focused on learning styles, advocating that changes triggered by the digital paradigm shift affected perception, and that users' experience was not always favourable. This study investigated the impact of VR technologies on the learning style preferences by studying 245 architecture and construction students over a two-year period.…”