Technology-Enhanced Learning in Light of Bloom’s Taxonomy: A Student-Experience Study of the History of Architecture Course

The purpose of this study is to determine whether and how the use video-based learning resources by architecture students contributes development high-order cognitive abilities in light Bloom’s revised taxonomy, as well satisfied these are with integration into their coursework. Convenience sampling was used recruit participants who completed a two-phase questionnaire (n = 52) focus-group interviews 16). This provided empirical evidence advantages establishing student-centered atmosphere, cost-effective, accessible, sustainable strategy for enhancing blended field architectural history. Nonetheless, examination narratives suggests that primarily nurtures low-order abilities. To maximize potential pedagogical improve student outcomes, educators must develop curricula nurture thinking using taxonomy taking consideration characteristics each discipline. Learning activities should go beyond memorization recall facts, allowing apply, analyze, synthesize, evaluate knowledge, consider concepts from multiple perspectives.