Integrating simulation into design: an experiment in pedagogical environments

Abstract With the growing complexity of design technology and emergence intelligent assistance, architectural studio classes are facing a new pedagogical paradigm. The digital literacy younger generations availability scientific simulation have potential to transform traditional master–apprentice model. In our experiment, we had students perform museum layout task observed their behaviors from three perspectives: (1) how utilize an assistance tool whether can group behavior, (2) simulation-aided process is different one, particularly in terms evolution solution over iteration, (3) students' behavior affected by type problem given. Protocol analysis on processes interviews revealed that individual’s characteristic iteration ranged distinct iterations guided monotonous progress with little simulation. When comparing between instructor software, it was not given environment but designer’s subjectivity determined attitudes toward either feedback. Lastly, challenge integrating concepts performance requirements stemmed misalignment true evaluative measures. We propose versatile platform implement real-time, non-intrusive mechanisms for reporting branching, include social psychological measures as well physical ones order expand designers’ concept choices.