Scholarlink

This paper examines the integration of Artificial Intelligence (AI) and the Repertory Grid Technique (RGT) in enhancing the role of the instructor as a facilitator in the architectural design studio (ADS) at the United Arab Emirates University. By leveraging AI to generate text-based images from students’ architectural perceptions, and employing RGT to deepen their engagement, the study explores how these technologies can aid first-year students in designing brand images. Implemented in one first-year design studio section, the approach involved eliciting the preferred architectural images through student narratives, which were then visualized using AI, lastly using them as inspiration material. Results from structured interviews suggest that the framework was helpful for the students while maintaining the instructor’s role as facilitator, though further refinement and more extensive student interaction with AI tools are recommended for enhanced learning outcomes.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Revolutionizing Pedagogical Methods in Architectural Design Studios: Incorporating AI and Repertory Grid Technique for Enhanced Brand Image Design

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Ala’ Albdour,
  • Ahmed Agiel

摘要

This paper examines the integration of Artificial Intelligence (AI) and the Repertory Grid Technique (RGT) in enhancing the role of the instructor as a facilitator in the architectural design studio (ADS) at the United Arab Emirates University. By leveraging AI to generate text-based images from students’ architectural perceptions, and employing RGT to deepen their engagement, the study explores how these technologies can aid first-year students in designing brand images. Implemented in one first-year design studio section, the approach involved eliciting the preferred architectural images through student narratives, which were then visualized using AI, lastly using them as inspiration material. Results from structured interviews suggest that the framework was helpful for the students while maintaining the instructor’s role as facilitator, though further refinement and more extensive student interaction with AI tools are recommended for enhanced learning outcomes.