Tasarım Stüdyosu Pedagojisinde Yapay Zeka Uygulamalarının Sistematik Analizi

Yıl 2026, Cilt: 7 Sayı: 1 , 133 - 152 , 30.03.2026

İpek Yıldırım Coruk

https://doi.org/10.53710/jcode.1837071

https://izlik.org/JA76HE68DL

Öz

Bu çalışma, yapay zekanın (YZ) tasarım stüdyo pedagojisine entegrasyonu üzerine yapılan son araştırmaların sistematik bir incelemesini yürüterek tasarım süreçleri, öğrenme sonuçları ve öğretmen-öğrenci etkileşimi üzerindeki etkilerini belirlemeyi amaçlamaktadır. Nitel araştırma metoduna dayanan çalışmanın verileri belirlenen anahtar kelimelerin Google scholar, Scopus ve Web of Science veri tabanlarında aranması ile elde edilmiştir. Ulaşılan çalışmalar dahil etme kriterlerine göre elenerek çalışmanın veri setini oluşturan 21 makale üzerinden araştırma şekillenmiştir. Bulgular, yapay zekânın stüdyo ortamında fikir üretme partneri olarak rolü, öğrenme çıktıları ve performans göstergeleri etkileri yönüyle tasarım süreci değişimi, yaratıcılık gelişimi ve kavramsallaştırma becerisi artışı ve tasarım süreci aşamalarından erken kavramsal aşamanın desteklenmesi yönüyle üç temel alan üzerinde katkıda bulunduğunu göstermektedir. Bu etkilerin yanı sıra, yapay zekanın stüdyo ortamlarında eğitmenleri desteklemedeki rolü ve eğitmen-öğrenci ilişkisini ne şekilde etkileyebileceğine yönelik veriler eksik kalmıştır. Sonuçlar ayrıca, yapay zeka araçlarının hızlı benimsenmesine rağmen, mevcut araştırmaların genel olarak küçük ölçekli vaka çalışması ya da deneysel atölye uygulamalarından oluşması sebebiyle kolektif pedagojik sonuçların parçalı ya da yetersiz kaldığını vurgulamaktadır. Bu nedenle, yapay zekanın tasarım iş akışlarını, bilişsel süreçleri, öğrenci performansını, eğitmen-öğrenci ilişkisini nasıl etkilediğine dair daha sistematik ve kapsamlı değerlendirmelere ihtiyaç vardır. Aynı zamanda, belirli tasarım aşamalarından ziyade uzun vadeli dahil etme ile tüm süreç aşamalarına olası katkılarının ve entegrasyonunun da sorgulanması gerekmektedir. Çalışma kapsamında ortaya konulan veriler, tasarım stüdyosu ortamlarında yapay zekâ araçlarından yararlanmaya yönelik sistematik bir analiz sunması bakımından önem taşımaktadır. Elde edilen bulguların, yapay zekâ araçlarının tasarım stüdyosu pedagojisine entegrasyonuna ilişkin bir çerçeve oluşturması nedeniyle alana anlamlı katkı sağlayacağı öngörülmektedir.

Anahtar Kelimeler

Yapay zeka, , Tasarım stüdyosu , Stüdyo pedagojisi , Öğrenme performansı

A Systematic Analysis of Artificial Intelligence Applications in Design Studio Pedagogy

https://izlik.org/JA76HE68DL

Öz

This study aims to identify the effects of integrating artificial intelligence (AI) into design studio pedagogy by conducting a systematic review of recent research on the subject, with a particular focus on its impact on design processes, learning outcomes, and instructor–student interaction. To ensure a structured and replicable analysis, a systematic review methodology was adopted. Accordingly, the study was designed based on qualitative research methods, and the data were collected through keyword searches in Google Scholar, Scopus, and Web of Science using the following combinations: “artificial intelligence” AND “design studio pedagogy,” “AI in architectural education,” “AI-assisted design education,” “AI AND design education,” “studio-based learning” AND “AI,” “human-AI collaboration” AND “design studio.” After applying the inclusion criteria, 21 articles were selected to form the data set. These studies were categorized along four analytical dimensions: the role AI assumes in the studio, the scope of its influence, the design stage at which it is utilized, and the methodological approach of each study. The findings indicate that AI contributes to design studio environments across three main areas: (1) its role as an idea-generation partner; (2) its influence on learning outcomes and performance indicators, including changes in the design process, enhancement of creativity, and improved conceptualization skills; and (3) its support of the early conceptual stages within the design workflow. However, several studies note that using AI as an idea-generation partner does not always correspond to improved design quality or enhanced creativity. Similarly, while AI tools may accelerate workflow and increase time efficiency, this does not necessarily translate into higher-quality design outputs. In addition to these contributions, some studies highlight disadvantages such as maintaining design logic, integrating AI-generated outputs into coherent and conceptually consistent design ideas, and addressing ethical concerns. Furthermore, the data remain insufficient regarding AI’s role in supporting instructors within studio environments and its potential effects on instructor–student relationships. The results also emphasize that despite the rapid adoption of AI tools, current research largely consists of small-scale case studies or experimental workshop implementations, leading to fragmented and limited collective pedagogical insights. Therefore, more systematic and comprehensive evaluations are needed to better understand how AI influences design workflows, cognitive processes, student performance, and instructor–student dynamics. It is additionally necessary to investigate the long-term integration of AI across all stages of the design process rather than focusing solely on specific phases. The data presented in this study are significant in offering a systematic analysis of the use of AI tools in design studio environments. The findings are expected to provide a meaningful contribution to the field by establishing a framework for the integration of AI tools into design studio pedagogy

Anahtar Kelimeler

Artificial intelligence , Design studio , Studio Pedagogy , Learning performance

Kaynakça

• Agarwal, M. K. (2024). Paradigm shift in architectural pedagogy incorporating artificial intelligence. International Journal for Research in Applied Science and Engineering Technology, 12(4), 1315-1328. https://doi.org/10.22214/ijraset.2024.60055.
• Buldaç, M. (2024). Deneysel tasarım sürecinde yapay zekâ araçlarının kullanımı: İç mimarlık eğitiminde bir ders modeli çıktıları. Sanat ve Tasarım Dergisi, 14(2), 69-91. https://doi.org/10.20488/sanattasarim.1602366.
• Cao, Y., Gao, X., Yin, H., Zhou, K. Y. (2024). Reimagining tradition: A comparative study of artificial ıntelligence and virtual reality in sustainable architecture education. Sustainability, 16(24). https://doi.org/10.3390/su162411135.
• Chen, B. (2025). Beyond tools: Generative AI as epistemic ınfrastructure in education. https://doi.org/10.48550/arXiv.2504.06928.
• Çiçek, S., Özkar, M. (2025). Evaluating AI-generated design solutions in a basic design studio. International Journal of Technology and Design Education, (2025). https://doi.org/10.1007/s10798-025-10033-y.
• Elrefaie, H. (2025). Integrating artificial ıntelligence in architectural education: Final-year graduation project case study. International Design Journal, 15(6), 419-431. doi: 10.21608/idj.2025.413071.1410.
• Fawzy Almaz, A., El-Azim El Agouz, E. (2024). The future role of artificial intelligence (AI) design's integration into architectural and interior design education is to improve efficiency, sustainability, and creativity. Civil Engineering and Architecture, 12(3). https://doi.org/10.13189/cea.2024.120336.
• Fawzy Aly Anber Anber, M. (2025). The impact of AI-powered platforms and tools on architectural education. Journal of Architecture, Arts and Humanistic Sciences, 10(52), 54-67. https://doi.org/10.21608/mjaf.2024.259661.3306.
• Goodfellow, I., Pouget Abadie, J., Mirza, M., Xu, B., Warde-Farley, D., Ozair, S., Bengio, Y., (2020). Generative adversarial networks, Communications of the Acm, 63(11), 139-144.
• Günaydın Donduran, C., Kasalı, A., Doğan, F. (2024). Artificial intelligence as a pedagogical tool for architectural design education. Journal of Design Studio, 6(2), 219-229. https://doi.org/10.46474/jds.1533480.
• Iranmanesh, A., Lotfabadi, P. (2024). Critical questions on the emergence of text to image artificial intelligence in architectural design pedagogy. AI&Society(40), 3557-3571. https://doi.org/10.1007/s00146-024-02111-x.
• İsmail mahmoud, N., Fawzy Helmy Almaz, A., Jahin, H. (2025). The role of artificial intelligence in changing the traditional design form of children's museums: Towards integrating artificial intelligence technologies in architectural design education. Journal of Engineering Research, 9(3). https://doi.org/10.70259/engJER.2025.932010.
• İşbilir, A., Bölükbaşı, M. (2025). Yaratıcı senaryo yazımında yapay zekânın rolü: İç mimarlık eğitiminde yenilikçi bir yaklaşım. İstanbul Sabahattin Zaim Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(1), 40-49. https://doi.org/10.47769/izufbed.1633624.
• Jin, S., Tu, H., Li, J., Fang, Y., Qu, Z., Xu, F., . . . Lin, Y. (2024). Enhancing architectural education through artificial intelligence: A case study of an AI-assisted architectural programming and design course. Buildings, 14(6). https://doi.org/10.3390/buildings14061613.
• Kadenhe Nyasha, Al Musleh, M., & Lompot, A. (2025). Human- AI co-design and co-creation: A review of emerging approaches, challenges, and future directions. Proceedings of the AAAI Symposium Series, 6(1), 265-270. https://doi.org/10.1609/aaaiss.v6i1.36061.
• Karadağ, D. (2025). AI in architectural education: Rethinking studio culture. PLANARCH - Design and Planning Research, 9(2), 243-253. https://doi.org/10.54864/planarch.1749891.
• Karadağ, D., Ozar, B. (2025). A new frontier in design studio: AI and human collaboration in conceptual design. Frontiers of Architectural Research, 14(6), 1536-1550. https://doi.org/10.1016/j.foar.2025.01.010.
• Kee, T., Kuys, B., King, R. (2024). Generative artificial intelligence to enhance architecture education to develop digital literacy and holistic competency. JARINA, 3(1), 24-41. https://doi.org/10.24002/jarina.v3i1.8347.
• Lam, N. (2022). Explanations in AI as claims of tacit knowledge. Minds & Machines (32), 135-158.
• Lee, S., Kang, S. (2025). The influence of generative AI with prompt engineering on creative design in architectural education. Journal of Asian Architecture and Building Engineering, 1-16. https://doi.org/10.1080/13467581.2025.2552446.
• Lekesiz, G., Müezzinoğlu, C. (2025). An approach to AI-supported learning in architectural education: Case of speculative space design. A/Z ITU Journal of the Faculty of Architecture, 22(1), 217-231. https://doi.org/10.58278/0.2025.81.
• Montenegro, N. (2024). Integratıve analysis of text-to-image AI systems in architectural design education: Pedagogical innovations and creative design implications. Journal of Architecture & Urbanism, 48(2), 109-124. https://doi.org/10.3846/jau.2024.20870.
• Özorhon, G., Nitelik Gelirli, D., Lekesiz, G., Müezzinoğlu, C. (2025). AI assisted architectural design studio (AI a ADS): How artificial intelligence join the architectural design studio? International Journal of Technology and Design Education(35), 1999-2023. https://doi.org/10.1007/s10798-025-09975-0.
• Sadek, M. R., Abdel Gelil Mohamed, N. (2023). Artificial intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us? MSA Engineering Journal, 2(2). https://doi.org/10.21608/msaeng.2023.291867.
• Salazar Rodriguez, J., Joyce, S. C., & Julfendi. (2025). Using customized GPT to develop prompting proficiency in architectural AI-generated images. https://arxiv.org/abs/2504.13948.
• Seyman Güray, T., Uyan, B. (2025). Collaboration with generative artificial intelligence in the early stages of design studio: A model proposal. Journal of Architectural Sciences and Applications, 10(1), 434-450. https://doi.org/10.30785/mbud.1649820.
• Wang, J., Shi, Y., Chen, X., Lan, Y., Liu, S. (2025). Teaching with artificial intelligence in architecture: embedding technical skills and ethical reflection in a core design studio. Buildings, 15(17). https://doi.org/10.3390/buildings15173069.
• Wirawan Dharmatanna, S., Shanggrama Wijaya, E. (2025). The study of AI integrated simulation in building information modelling (BIM) use at architectural design studio. JARINA, 4(1). https://doi.org/10.24002/jarina.v4i1.9415.
• Yıldırım, A., Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12th ed.). Şeckin Yayıncılık. Zahra, S., Samra, M., El Gizawi, L. (2025). Working toward advanced architectural education: Developing an AI-based model to improve emotional intelligence in education. Buildings, 15(3). https://doi.org/10.3390/buildings15030356.
• Zeytin, E., Öztürk Kösenciğ, K., Öner, D. (2024). The role of AI design assistance on the architectural design process: An empirical research with novice designers. Journal of Computational Design, 5(1), 1-30. https://doi.org/10.53710/jcode.1421039.