An insight into architectural design studio education space from a "time" perspective

Ayşegül Kıdık; Burak Asiliskender

doi:10.47818/DRArch.2024.v5i2127

An insight into architectural design studio education space from a "time" perspective

Authors

Ayşegül Kıdık Short Bio Abdullah Gül University

Aysegul Kidik (ERU, ITU, AGU) is a Ph.D. candidate in Architecture at Abdullah Gul University (AGU). She is currently a Lecturer at the Faculty of Architecture AGU, Turkey. She has experience in architectural design. Her research interests focus on architectural design, architectural design education, and extended reality technologies. In her research, she delves into the transformation of architectural design education, exploring the future horizons and potential thresholds in this evolving field.
Burak Asiliskender Short Bio Abdullah Gül University

Burak Asiliskender (YTU, ITU) is a Professor of Architecture at Abdullah Gül University and the Dean of the School of Architecture. He has also worked as the Advisor to the Rector for Education. He was the former and founding chair of the AGU Department of Architecture. He studies, teaches, and extensively publishes on architectural theory and design. He has been involved in the design and implementation projects of the former Sümerbank Kayseri Textile Factory for AGU.

DOI:

https://doi.org/10.47818/DRArch.2024.v5i2127

Keywords:

the evolution of architectural design studio education, the future of architectural design studio education and its space, architectural design education, space of the architectural design education, quality education

Abstract

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.

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Published

2024-08-30

How to Cite

Kıdık, A., & Asiliskender, B. (2024). An insight into architectural design studio education space from a "time" perspective. Journal of Design for Resilience in Architecture and Planning, 5(2), 185–201. https://doi.org/10.47818/DRArch.2024.v5i2127