Pedagogical insights of using urban and building performance simulation in a problem-based learning context

Abstract

Integrating building performance simulation (BPS) in design workflows for the built environment is becoming increasingly common as it holds the potential to assist designers in making informed decisions regarding efficiency, sustainability, and overall environmental quality. Consequently, BPS has been integrated into the curriculum of several architecture and engineering programs. The paper specifically focuses on the pedagogical potential of using BPS in a project-based and problem-based learning (PBL) environment and discusses existing related pedagogical strategies. To this end, this work examines the benefits and challenges of using BPS in teaching along two case studies. Finally, the paper outlines pedagogical strategies to overcome typical shortcomings of using BPS in project-based learning and PBL environments and critically discusses pedagogical insights of using simulation in architecture and architectural engineering programs.