Abstract
Collaborative engagement and collaborative practice are key components in Architectural design practice. The design studio motivates collaboration, but it may have some limitations. The technology and use of digital devices have encroached on architectural design education and have made many productive moves. This study aims at understanding how digital devices and technology could impact collaborative learning utilized in architectural pedagogy. This study was carried out in a conventional design studio context with the involvement of 40 Interior design undergraduates. Interior design students were selected based on the convenience sampling methodology and they were clustered into 8 collaborative groups. They were assigned a design task and 12 studio hours were allocated to collect data. Data collection was done by naturalistic observation carried out by the researcher and interviews were conducted to get the reflections of students. The data was analyzed through six phased Thematic analyses based on Grounded Theory. The study resulted in the impacts generated by the technology and digital devices on the design process of interior design students. The results depict that overexposure to technology and digital devices have made students individual-centric while being in a collaborative group. Moreover, it made students less empathetic towards user requirements. Further being device-centric made students less empathized with the user and the context and it has impacted the design process by avoiding some key initial steps which are necessary to get more functional human-centric solutions.
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Hettithanthri, U., Hansen, P., Munasinghe, H. (2022). Exploring the Collaborative Design Process at Conventional Design Studio. In: Huang, YM., Cheng, SC., Barroso, J., Sandnes, F.E. (eds) Innovative Technologies and Learning. ICITL 2022. Lecture Notes in Computer Science, vol 13449. Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_25
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