Architecture Publications

Campus Units

Architecture

Document Type

Article

Publication Version

Published Version

Publication Date

3-6-2019

Journal or Book Title

PLoS ONE

Volume

14

Issue

3

First Page

e0212177

DOI

10.1371/journal.pone.0212177

Abstract

Studio is critically important for design education, but few attempts have been made to demonstrate the parallels between studio factors and design performance. This paper adopts a coherent set of analyses to investigate the major studio factors and attempts to quantify the networking interactions among them. First, it describes how architectural studio is usually organised based on some major factors. Next, a theoretical model is established according to the described hypotheses and their mutual interactions. Third, the research method and statistical analysis with structural equation modelling (SEM) are presented. Finally, the results of this empirical examination are presented for discussion and suggestions. Our findings reveal that studio tutorials have no significant effect on undergraduate's design performance. In contrast, students’ subjective intention plays a more important role in shaping their behaviour, indicating the importance of transferring those exterior forces into internal benefits when the studio instructor attempts to optimise the pedagogy. These findings are also inspiring for all creative disciplines.

Comments

This article is published as Wang, Zheng-Hui, Xin Li, Shih-Chih Chen, Chiu-Shui Chan, Penny Lewis, and Ihab Hijazi. "On the networking synthesis of studio factors to the integration of design pedagogy." PLoS one 14, no. 3 (2019): e0212177. DOI: 10.1371/journal.pone.0212177. Posted with permission.

Rights

This is an open access article, free of all copyright, and may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose. The work is made available under the Creative Commons CC0 public domain dedication.

Language

en

File Format

application/pdf

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