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Mühendislik-Mimarlık Fakültesi

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Browsing Mühendislik-Mimarlık Fakültesi by Author "Aktaş, Begüm"

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    Assessment of Correlative Digital Drawing Features in the Design Processes of Unstructured Creativity
    (Education and research in Computer Aided Architectural Design in Europe, 2023) Aydın, Serdar; Şık, Büşra; Yörük, Merve Şule; Aktaş, Begüm
    This research critically challenges the conventional perception of drawings as mere technical blueprints and delves into the intricate integration of design ideation, abstraction, and speculation with geometrical manipulations and semantic labelling. By focusing on unconventional architectural design studio experiments at the undergraduate level, the study aims to explore the role of creativity in speculative drawing. It adopts a 3-dimensional design thinking process that transcends the rigid constraints of traditional drawings and embraces the fluidity of representational norms. Furthermore, the paper elucidates on the pedagogical aspects of the design studio, including the unstructured creativity inherent in the design process. The methodology employed in this study is exemplified through different stages of the design studio, incorporating a variety of representations such as 2D, 2.5D, and 3D, encompassing scalar, geometric, and material transfigurations. To assess the outcomes of the studio, the research utilises correlation diagrams that establish connections between digital drawing features at different stages and the unstructured creativity manifested in the final design. These scatter and correlation diagrams capture the syntactic relationships between the objects within digital drawings. The findings of this study reveal insight on the nuanced interplay between intuitive, reflective, and retrospective aspects of unstructured creativity during the design ideation process. By unravelling the intricate role of digital design tools and methods this research contributes to a deeper understanding of how design ideation is generated and manifested through the dynamic interplay of the modulating compounds of drawing objects. It highlights the significance of meaningful, conceptual, and speculative representations that directly relate to the creation of buildable forms and architectural spaces. Through its critical insights, this study paves the way for advancements in the field of CAAD and offers valuable perspective for architectural education and practice.
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    Article
    Developing an Integrated VR Infrastructure in Architectural Design Education
    (Frontiers in Robotics and AI, 2020) Aydin, Serdar; Aktaş, Begüm
    With the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students’ reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of “complicated” and “confusing” software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.
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    Article
    Developing an Integrated VR Infrastructure in Architectural Design Education
    (Frontiers in Robotics and AI, 2020) Aydın, Serdar; Aktaş, Begüm
    With the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students' reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of “complicated” and “confusing” software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.