In recent years, researchers in the architecture field have explored VR technology for various purposes in the architectural design process. Current efforts have supported the growing knowledge of VR utilization, specifically for the architectural design review process. In this study, we adapt the affordance concept from the ecological psychology study to add further evidence on VR utilization for the design review process. This study aims to develop an affordance-based design review method in architectural design by utilizing immersive VR technology. It sits at the crossroads of architecture design, virtual reality, and affordance research. This project aimed to create an affordance-based review method framework, a VR system to support the method, test both the method and the VR system, and assess the VR system’s effectiveness as a companion system for the affordance-based design method process. The study was conducted in the scope of architectural education settings only. It used a third-year architectural design studio course as a case. This study confirms that the affordance-based design review method using virtual reality helps students improve their design work. The method reveals the presence of positive and negative affordances in their work. It also shows the differences between a student and supervisor in perceiving the affordances for reviewing design works.

This study addressed an increasing need for collaborative skills for architecture graduates in the AEC (Architecture, Engineering, and Construction) industries and fill in the gap of studies in collaborative engagements in architecture schools where most of the studies had focused on the creative collaboration in the design process to increase collaborative teamwork within architecture students. The study was conducted as a project-based interdisciplinary course for 4th-year undergraduate programs which involves engineering departments: Civil and Environmental Engineering, Mechanical Engineering, Electrical Engineering, Engineering Physics, and Interior Design. The aim of the study is to critically evaluate the experience gained in the collaborative and interdisciplinary courses, as well as a valuable lesson learned based on students' perspectives. The results showed that an innovative pedagogy must be provided to foster collaborative works, through a concurrent-integrative approach. Another finding is the digital platform potentially increases students’ engagement in interactive discussion and teamwork when appropriately implemented. This was confronted with several challenges, specifically the legacy of a conventional mono-discipline pedagogy and the liberation of critical collaborative thinking among the students.

This study investigated the method of Shape Grammar to develop a computational technique to generate spatial configuration at the early stage of the design process. In synthesizing the spatial configuration and its variants, the user (i.e., architect) can use this tool as a heuristic way to select and choose a spatial configuration of geometric shapes to represent functional requirements and their relationships. We studied the example of Adolf Loos's residential works as our basis for the parametric shape rules and the tool developed in the form of a modular cluster component in the Visual Programming Language Grasshopper in a Rhinoceros 3D modeling software. This cluster component, termed "Rupa," is parametrically modeled and consists of two main algorithms: 1) two-dimensional and three-dimensional rules-based shape generation and 2) the transformation rules of translation, rotation, reflection, dilatation, and tension. Using this component, the user can create and transform a shape configuration by its parameters, constrained only by the characteristics of Adolf Loos's residential works design rules as the underlying principles behind the component. Although limited only to three of Loos's residential works, this experiment has successfully generated residential spatial configuration designs based on the constraint rules of Adolf Loos's residential works. The early results show the potential of this method and tool in aiding architects to create design variants and select those that are the most optimal.

Computational technologies for solving design problems become increasingly important in architecturalpractice. In responding, architectural education has encouraged the use of this tool and method in the curricula. As the technology and environment are ever changing, the curricula should be evaluated and updated to adapt and to teach method and skills necessary to the students. Over the last four years, Architecture Program of ITB has inserted new computational courses into undergraduate levels. These courses are the mix of a skill focused computational workshop that is compulsory for the second-year students and introduction of computational design as an elective course that can be enrolled both by third and fourth year students. This paper delivers a report of our methods and findings from our continuingstudy of the courses including analysis of student outcomes, student evaluation of the course structures, assignments, and feedback as well as computational abilities after completion of the courses. The aim of the study is to have a grounded validation of computational courses in architecture curricula and to improve courses goal based on the evaluation. The result of our study reveals challenging issue to teach computational thinking undergraduate level rather than only providing them a set of computer skills for production and presentation techniques of the design.