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|Title: ||The impact of CAAD on design methodology and visual thinking in architectural education.|
|Authors: ||Salman, Huda Shakir|
|Supervisors: ||Laing, Richard Alexander|
|Keywords: ||Design process|
Final year architecture students
|Issue Date: ||Jun-2011|
|Publisher: ||Robert Gordon University|
|Citation: ||SALMAN. H. S., LAING, R. and CONNIFF, A., 2008. The changing role of CAAD in the architectural design studio. The Built and Human Environment Review [online], 1, pp. 25-39|
SALMAN, H. S., LAING, R. and CONNIFF, A., 2006. CAAD visualization techniques mediate the conceptual design process as a thinking tool: reflection on action study. Communicating Space(s): 24th eCAADe Conference Proceedings, Volos (Greece) 6-9 September 2006, pp. 700-708
SALMAN, H. S., LAING, R. and CONNIFF, A., 2007. The changing role(s) of CAAD at the architectural design studio. 4th International Built and Human Environment Research Week and the Seventh International Postgraduate Research Conference. 26-30 March 2007. Salford: University of Salford.
SALMAN, H. S., 2005. CAAD as a design medium in the conceptual phase of the architectural design process. Postgraduate Conference, University of Aberdeen. Aberdeen, Scotland.
|Abstract: ||This thesis aims to explore the potential impact of Computer Aided Architectural
Design (CAAD) as a conceptual design tool on the design methodology of final
year students. Many design studies have focused on sketching and its
relationship with creative thinking to validate CAAD programs as a design tool.
On the contrary, this study argues that the continued primacy of traditional tools
as the predominant conceptual tools needs more evidence in the contemporary
design practices. That is to say, the relative importance of CAAD alongside other
media, such as sketching, model making and verbalisation must be recognised
before the forthcoming leap in CAAD programs development.
To illustrate these ideas, the Scott Sutherland School of Architecture and Built
Environment was used as a case study to explore CAAD’s role in the educational
context, the studio in general and the final year studio in particular. A mixed
methods approach was employed to carry out two studies: a case study and a
protocol study. A case study approach was utilised to understand the modern
context whereby CAAD is used by the students despite CAAD not being an
integrated part of the project model. The case study was also used to document
the reasons behind students’ tendency of using CAAD at the conceptual phases
of the design process. Mixed methods were used to collect data at three different
intervals of the two semesters; before starting the studio project, while working on
the project and after submitting the final project. The methods used include a
questionnaire survey, structured reflection interviews, and a focus group.
A protocol study was conducted to understand the impact of CAAD on selfcommunication
using the think aloud method under the same experimental
conditions using CAAD program(s) as the only external representation. The case
study findings clarified the effects of the traditional context of the studio and the
project model on CAAD’s utility within students’ design processes and identified
the lack of CAAD professional skills, and the integration of CAAD as a knowledge
base. The protocol study findings provided a greater understanding of the cognitive processes in designing and design performance while using CAAD, as
well as acknowledging the possibility of a cyclic conceptual process. The
potential impact of CAAD on the design process was further categorised.
The empirical exploration provides CAAD research with new insights, instigating
more useful ways of teaching and learning by an appropriate integration of CAAD
programs and design methods in a situated manner where students can enhance
their design processes creatively. It is proposed that a more measured and
disinterested approach is now required to investigate CAAD and their implications
|Appears in Collections:||Theses (Architecture & Built Environment)|
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