Volume 14, Issue 53 (12-2025)
Haft Hesar J Environ Stud 2025, 14(53): 87-100 |
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Bitaraf S, Naghdbishi R, Kameli M, Saleh Sedghpour B. Assessing Modeling Factors Influencing Learning in Architectural Education through Affordances. Haft Hesar J Environ Stud 2025; 14 (53) :87-100
URL: http://hafthesar.iauh.ac.ir/article-1-2306-en.html
URL: http://hafthesar.iauh.ac.ir/article-1-2306-en.html
Abstract: (21 Views)
This article aims to enhance the teaching process in architecture, a significant challenge in higher education. Effective teaching systems are designed to guide and motivate learners toward cognitive, psychological, dynamic, and emotional goals. Achieving these objectives requires strategic orientations and policies rooted in the latest advancements and capabilities. Consequently, revising teaching methods, integrating information technologies into lesson delivery, and developing effective teaching strategies are paramount in education. This research investigates how affordances influence architectural design education, focusing on the internal and external factors affecting learning, educational planning, and TPCK (Technological Pedagogical Content Knowledge) in architectural education. The study examines the perspectives of architectural experts regarding the importance and effectiveness of affordance components in teaching architectural design. It explores the role of internal and external factors affecting learning on affordances within this context. The research poses two main questions: 1) how do experts perceive the impact of affordance components on the quality of architectural education, and what is the significance of the identified factors and components? 2) How do internal and external factors affecting learning influence affordances? These questions arise from recognizing the impact of components affecting affordances, particularly from the viewpoint of architectural design experts. The focus is on how affordances can enhance architectural design education and influence the internal and external factors affecting learning. This research employs both qualitative and quantitative methods, including factor analysis tools. Qualitative studies involve collecting opinions from experts in architectural education. The statistical population consists of specialists and experts in architectural education, sampled purposefully. Data analysis is conducted using Multiple Analysis of Variance (MANOVA). Ultimately, three main components affecting architectural education emerge from the experts' perspectives: 1) personal attributes and environmental factors, 2) internal and external factors influencing learning, and 3) the linkage between educational planning and these internal and external factors. The results indicate that affordances significantly impact architecture education and affect the internal and external factors influencing learning, with an effectiveness rate of 77%. The examined components of these factors include general educational planning, forecasting in architectural education, educational assessment and evaluation, encouragement and positive educational rules, and the economic and cultural conditions of students and teachers. Additionally, patterns of behavior among individuals and space users, as well as the motivation and purposefulness of both students and teachers, are analyzed. To apply the research findings, a semi-experimental method with a control group was conducted to assess teaching methods based on environmental affordances, and the results of the extracted designs were compared. Given the significance and challenges posed by internal and external factors affecting learning, as perceived by experts in architectural education, there is a strong emphasis on educational planning and TPCK within the context of environment-behavior studies. A lack of awareness regarding the affordance approach and its importance in education affects orientation within the field. The study underscores the need for educational developments, changes in teaching methods, a focus on individual knowledge-building, and interaction-oriented education. The flexibility of technology in accommodating diverse learning styles and promoting self-learning further encourages its widespread adoption in education. Regarding educational planning and its relationship with internal and external factors affecting learning, experts note the low effectiveness of this component, indicating a lack of understanding of the proportional relationship between these aspects of architectural education. Emphasis is placed on addressing internal and external factors affecting learning as fundamental concepts in the architectural education process, particularly within interactive learning environments. Additionally, the study highlights a new approach to teaching that emphasizes the interaction between teacher and student, with the teacher acting as a facilitator. TPCK emerges as a crucial factor and affordance in architectural education, particularly in facilitating communication among learners, teachers, and the environment.
Keywords: Architectural education, Affordances, Attitudinal challenges, factors affecting learning, TPCK.
Type of Study: Research |
Subject:
General
Received: 2026/01/3 | Accepted: 2025/12/31 | Published: 2025/12/31 | ePublished: 2025/12/31
Received: 2026/01/3 | Accepted: 2025/12/31 | Published: 2025/12/31 | ePublished: 2025/12/31
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