TY - JOUR
T1 - Technological adaptation of the student to the educational density of the course. A case study
T2 - 3D architectural visualization
AU - Fonseca, David
AU - Redondo, Ernesto
AU - Valls, Francesc
AU - Villagrasa, Sergi
N1 - Publisher Copyright:
© 2016 Elsevier Ltd
PY - 2017/7/1
Y1 - 2017/7/1
N2 - The main objective of this study was to assess the degree of students’ adaptation to two types of courses on applications of architectural spatial representation. With the same semester lengths, the first proposal involved lectures on 4–5 applications, whereas the second covered approximately 20 applications, all of which were focused on the three-dimensional (3D) representation of the architectural project. Both proposals were based on applications and technological innovations that allow better use of active learning, which is the basis of architectural education. After an initial study of the students’ profiles and motivations, both courses were implemented (throughout the 2014–2015 academic year), and quantitative and qualitative data were collected. This mixed approach provided us with a better understanding of the results of students’ motivation and satisfaction. It also allowed us to evaluate the extent to which they adapted to the designed proposals and how our proposal affected the pace and number of the applications presented throughout the two courses.
AB - The main objective of this study was to assess the degree of students’ adaptation to two types of courses on applications of architectural spatial representation. With the same semester lengths, the first proposal involved lectures on 4–5 applications, whereas the second covered approximately 20 applications, all of which were focused on the three-dimensional (3D) representation of the architectural project. Both proposals were based on applications and technological innovations that allow better use of active learning, which is the basis of architectural education. After an initial study of the students’ profiles and motivations, both courses were implemented (throughout the 2014–2015 academic year), and quantitative and qualitative data were collected. This mixed approach provided us with a better understanding of the results of students’ motivation and satisfaction. It also allowed us to evaluate the extent to which they adapted to the designed proposals and how our proposal affected the pace and number of the applications presented throughout the two courses.
KW - Mixed methods assessment
KW - Student behavior
KW - Student motivation
KW - Technological skills assessment
KW - User experience
UR - http://www.scopus.com/inward/record.url?scp=84973879798&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2016.05.048
DO - 10.1016/j.chb.2016.05.048
M3 - Article
AN - SCOPUS:84973879798
SN - 0747-5632
VL - 72
SP - 599
EP - 611
JO - Computers in Human Behavior
JF - Computers in Human Behavior
ER -