Digital Modeling in Design Foundation Coursework: An Exploratory Study of the Effectiveness of Conceptual Design Software

This paper presents the results of a study that was conducted to identify and document student perceptions of the effectiveness of computer modeling software introduced in a design foundations course that had previously utilized only conventional manually-produced representation techniques. Rather than attempt to utilize a production-oriented CAD program, this exploratory study investigated the use of alternative software applications developed by vendors specifically to function as conceptual design tools. The study was structured to identify areas of future investigation related to student perceptions of the effectiveness of the software in facilitating design exploration, the effectiveness and ease of use of various application features, and the extent to which prior CAD coursework was related to the perceived effectiveness of the software on design outcomes. Introduction The pervasiveness of computing in architectural practice poses challenges for design educa tors as faculty attempt to address the demands from practicing professionals for g raduates who have greater competencies with digital technologies (Mitgang, 1999). The role of computing in architectural practice has evolved to CAD’s becoming a baseline requirement for clients (Green, 2002). However, the emphasis of design education on developing design skills and promoting conceptual exploration has given rise to an ongoing debate among educators about the role of CAD and related digital tools in design curriculums. Further, it has been argued that the mandate of architectural education is to culti vate skills in life-long learning and that practice is where students develop technical knowledge (Karloff, 1996). For educators attempting to integrate digital media in design courses, the criteria for select ing appropriate applications and tools for meet ing course objectives is primarily subjective. More important, the literature on this topic com monly focuses on the success of students w hen using digital applications in design projects from the instructor’s perspective, rather than from the novice designer’s point of view. Therefore, research conducted to identify the extent to which students found software effective in the design process can provide insight into how digital design tools are best utilized b y novice designers and assist design f aculty in selecting appropriate digital applications to support intended course outcomes . In order to develop a basis for making such decisions, a study was conducted to begin to establish a knowledge base that could help identify and document student perceptions of the effectiveness of a software application. To explore the use of an alter native to production-oriented CAD programs, this study was structured to investigate software applications developed specifically to function as conceptual design tools in introductory design courses. The study focused on student’s perception related to the software effectiveness in facilitating design exploration, the effectiveness and ease of use of various application features, and the extent to which prior CAD skills were related to the perceived effectiveness of the software on design outcomes. Given the emphasis of these applications on ease of use, issues related to the influence of prior CAD skills on students perceptions were of particular interest. All participants in the study were architecture majors enrolled in the second class of a two-course sequence covering concepts related to architectural representation and design foundations. Activities associated with the study took place during the f inal project of the course. The students were provided a project brief; they were required to use manual drawing and physical modeling in parallel with computer modeling using software developed for conceptual design in the development of their individual design solutions. Data was gathered using an instructordeveloped survey administered at the end of the course. Instructor observation and statistical analysis of the survey data were used to develop an initial assessment of the perceived effectiveness of the software among students in the course. T h e J o u rn a l o f Te c h n o lo g y S tu d ie s