EVALUATION OF INTERACTIVE SPACES FOR ENHANCED LEARNING IN ARCHITECTURE DEPARTMENT BUILDINGS IN NIGER STATE, NIGERIA

Yıl 2024, , 96 - 110, 30.06.2024

Charles Yakubu Makun Emmanuel Moses Anikor Chioma Lilian Obi-george Oluwafemi Akande

https://doi.org/10.57165/artgrid.1387692

Öz

The design studio is still the focal point of curricular programmes in architectural faculties around the world, and it is regarded as the gold standard for architectural design education. However, the architecture studio's primary role in the existing academic framework of architectural education needs to be reconsidered. As a result, a shift to architecture studio design is required to create an environment that delivers an immersive and collaborative feeling of setting for studio users. The job of architecture is to build and develop places that fulfil the demands of architecture users and the usage of spaces by different individuals and groups of people, just as an architecture design studio is considered as a learning environment and usually a location where interactions occur. This study investigates the methodologies and goals of architectural design for open space facilities that relieve stress in learning environments such as those found on university campuses in a compact urban setting. The literature reviews, along with expert input, indicate strategies for integrating sustainability as the foundation for achieving a functional institutional environment structure for Nigerian schools of architecture; thus, this serves as the foundation for the development of a questionnaire to collect relevant data. Improving quality and service delivery through better interactive space organisation. The findings suggest that architects should incorporate sustainable building areas into their theoretical preparation. According to the study, it is critical to set standards for an alternative design approach that is user-centered while also strengthening the training of student architects by creating more interactive spaces.

Anahtar Kelimeler

interactive spaces, Collaborative learning, design studio, enhanced learning

NİJERYA'NIN NİJER EYALETİNDEKİ MİMARLIK BÖLÜMÜ BİNALARINDA GELİŞMİŞ ÖĞRENME İÇİN İNTERAKTİF ALANLARIN DEĞERLENDİRİLMESİ

Öz

Tasarım stüdyosu halen dünyanın dört bir yanındaki mimarlık fakültelerinde müfredat programlarının odak noktasıdır ve mimari tasarım eğitimi için altın standart olarak kabul edilmektedir. Ancak, mimarlık stüdyosunun mimarlık eğitiminin mevcut akademik çerçevesindeki birincil rolünün yeniden gözden geçirilmesi gerekiyor. Sonuç olarak, stüdyo kullanıcıları için sürükleyici ve işbirliğine dayalı bir ortam hissi veren bir ortam yaratmak için mimarlık stüdyosu tasarımında bir değişim gereklidir. Bir mimari tasarım stüdyosunun bir öğrenme ortamı ve genellikle etkileşimlerin gerçekleştiği bir yer olarak görülmesi gibi, mimarlığın işi de mimarlık kullanıcılarının taleplerini ve farklı bireyler ve gruplar tarafından mekanların kullanımını karşılayan mekanlar inşa etmek ve geliştirmektir. Bu çalışma, kompakt bir kentsel ortamda üniversite kampüslerinde bulunanlar gibi öğrenme ortamlarında stresi azaltan açık alan tesisleri için mimari tasarım metodolojilerini ve hedeflerini araştırmaktadır. Literatür taramaları, uzman görüşleriyle birlikte, Nijerya mimarlık okulları için işlevsel bir kurumsal çevre yapısına ulaşmanın temeli olarak sürdürülebilirliği entegre etmeye yönelik stratejilere işaret etmektedir; dolayısıyla bu, ilgili verileri toplamak için bir anketin geliştirilmesine temel teşkil etmektedir. Daha iyi etkileşimli alan organizasyonu yoluyla kalite ve hizmet sunumunun iyileştirilmesi. Bulgular, mimarların sürdürülebilir bina alanlarını teorik hazırlıklarına dahil etmeleri gerektiğini göstermektedir. Çalışmaya göre, kullanıcı merkezli alternatif bir tasarım yaklaşımı için standartlar belirlemek ve aynı zamanda daha interaktif alanlar yaratarak öğrenci mimarların eğitimini güçlendirmek kritik önem taşıyor.

Anahtar Kelimeler

İşbirliğine dayalı öğrenme, tasarım stüdyosu, geliştirilmiş öğrenme, etkileşimli alanlar

Kaynakça

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