Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	ecaade2024_85
id	ecaade2024_85
authors	Casakin, Hernan; Sopher, Hadas; Anidjar, Or H.; Gero, John S.
year	2024
title	A Data-Driven NLP Approach to Analyzing Framing and Reframing in Design Protocols
source	Kontovourkis, O, Phocas, MC and Wurzer, G (eds.), Data-Driven Intelligence - Proceedings of the 42nd Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2024), Nicosia, 11-13 September 2024, Volume 2, pp. 547–556
doi	https://doi.org/10.52842/conf.ecaade.2024.2.547
summary	This study introduces a novel data-driven approach to quantitatively characterize and measure framing and reframing (F-RF) behaviors during design problem-solving. F-RF are cognitive processes which shape problem understanding and solution development in design. Quantitative measurement methods for F-RF remain largely unexplored. The proposed approach utilizes protocol analysis combined with Natural Language Processing (NLP) algorithms to track the occurrences and re-occurrences of design concepts expressed verbally while designing. Specifically, NLP algorithms are employed to identify F-RF, enabling the systematic tracking of F-RFs and their corresponding semantic values. By calculating the semantic value of concepts and frames, the approach enables determining how a concept and a frame differed from the previous occurrences. A case study of an architect and a student demonstrates this data-driven approach. The proposed methodology holds potential for the development of systems capable of providing real-time feedback to students and professional designers, supporting and enhancing their framing skills during the design process.
keywords	Data-driven approach, Natural Language Processing (NLP), Design concept, Design problem-solving, Framing and reframing
series	eCAADe
email
last changed	2024/11/17 22:05

_id	ecaade2022_30
id	ecaade2022_30
authors	Sopher, Hadas, Casakin, Hernan and Gero, John S.
year	2022
title	Effect of Immersive VR on Student-Tutor Interaction in Design Crits
source	Pak, B, Wurzer, G and Stouffs, R (eds.), Co-creating the Future: Inclusion in and through Design - Proceedings of the 40th Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2022) - Volume 1, Ghent, 13-16 September 2022, pp. 123–132
doi	https://doi.org/10.52842/conf.ecaade.2022.1.123
summary	Immersive Virtual Reality (iVR) systems form a representational medium for student-tutor collaboration in studio crits through a shared presence in a life scale display of the design, making them relevant for design crits where students and tutors interact in developing a solution to a design problem. iVRs are known to support design activity. However, research focusing on the impact of iVRs on student-tutor interaction is scarce, creating a gap in integrating these systems as educational settings. In response, this research analyzes a natural case study of student-tutor interaction in two architecture studio crits that used the iVR and non-immersive media. We employed the Function- Behaviour-Structure ontology to track the design issues generated for each medium. Further analysis identified the distribution of cognitive effort measured by problem- solution indexes. Preliminary results show large differences when using the two media: The iVR was found to support a higher frequency of solution-focused issues generated by the student and to maintain a lower Problem-Solution Index for the student than for the tutor, serving as an empirical foundation for further research on the effects of deploying this technology in the design studio.
keywords	Immersive VR, Studio, Design Cognition, FBS, Student-Tutor Interaction
series	eCAADe
email
last changed	2024/04/22 07:10

_id	ecaade2023_65
id	ecaade2023_65
authors	Sopher, Hadas, Casakin, Hernan and Gero, John S.
year	2023
title	The Temporal Effect of Immersive VR on Student-Tutor Interaction in Architectural Design Crits
source	Dokonal, W, Hirschberg, U and Wurzer, G (eds.), Digital Design Reconsidered - Proceedings of the 41st Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2023) - Volume 1, Graz, 20-22 September 2023, pp. 191–200
doi	https://doi.org/10.52842/conf.ecaade.2023.1.191
summary	Using Immersive Virtual Reality (IVR) as a representational medium in architecture studio crits allows students and tutors to interact as they navigate in a life-scale digital display of the design, making these media relevant for the design learning process. Crits form a core component in design learning, as the setting fosters the interaction responsible for engaging students in practicing design behaviors and adopting the behaviors performed by tutors. The interaction changes throughout the crit and during the semester’s phases, to foster different pedagogical aims encapsulated in the learning process. Although extant research found IVRs supportive of studio crits, the IVRs’ temporal effect on student-tutor interaction is understudied, restricting the ways in which IVRs can be integrated to enhance the learners’ engagement. To this aim, verbalizations recorded in four early, and mid-semester crits using IVR and non-immersive (NI) media were analyzed using protocol analysis techniques to code new ideas and design issues generated during the interaction and analyze the cumulative distribution of issues generated for each medium throughout three crit phases. Findings show large differences between the tutor and the student. The IVR supported enhanced student engagement in ideation and the generation of issues, during the first and second crit phases, providing a positive indicator of the medium’s temporal support in the learning process. The methods used in this study provide knowledge for conducting further research to unfold how design is learned and taught
keywords	Immersive VR, Studio, Learning process, Learner engagement, Design cognition, Design ideation
series	eCAADe
email
last changed	2023/12/10 10:49

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