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İÇ MİMARLIK STÜDYO EĞİTİMİNDE TEKNOLOJİ ODAKLI YAKLAŞIMLAR: GELECEKÇİ ÖĞRENME ARAÇLARI ÜZERİNE AKADEMİSYEN VE ÖĞRENCİ GÖRÜŞLERİ

Year 2025, Volume: 34 Issue: Uygarlığın Dönüşümü - Sosyal Bilimlerin Bakışıyla Yapay Zekâ, 396 - 416, 20.07.2025

Abstract

İç mimarlık eğitimi, tarihsel süreç içerisinde kültürel, teknolojik ve pedagojik dinamiklerin etkisiyle biçimlenmiş katmanlı bir yapıya sahiptir. Bu çok katmanlı yapı, ağırlıklı olarak yaparak öğrenme temeline dayanan tasarım stüdyosu dersleri ekseninde şekillenmektedir. Tasarım stüdyosu dersleri, uygulama temelli bir öğrenme ortamı sunarak, öğrencilerin teorik bilgilerini pratik bağlamda deneyimlemelerine olanak tanıması bakımından önemli bir konuma sahiptir. Bu doğrultuda tasarım stüdyosu dersleri ve stüdyo derslerinin geleceğine yönelik yürütülen bu araştırma, içmimarlık eğitiminin geleceğini öngörmek açısından önemlidir. Bu bağlamda, araştırmanın amacı, iç mimarlık tasarım stüdyosu eğitiminin gelecekçi bir yaklaşımla ele alınarak teknoloji odaklı öğrenme araçlarının tanımlanmasıdır. Araştırma, bu amaca yönelik olarak nitel araştırma yöntemlerinden biri olan durum çalışması deseniyle yapılandırılmıştır. Araştırma sürecinde, ön araştırma aşamasında öğrencilerin tasarım stüdyosu derslerine ilişkin teknoloji odaklı deneyimlerine dair veriler yapılandırılmış görüşmeler yoluyla toplanmış; devamında, öğrenciler ve akademisyenlerle yarı yapılandırılmış görüşmeler gerçekleştirilerek derinlemesine bilgi elde edilmiştir. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiş ve temalar oluşturulmuştur. Araştırmanın bulguları, gelecekçi tasarım stüdyosu eğitiminin hem mekânsal kurgusuna hem de eğitim içeriğine yönelik teknoloji temelli dönüşümlerin yaşanacağına dair öngörüler sunmaktadır.

References

  • Avcı, A. F., ve Taşdemir, Ş. (2019). Artırılmış ve sanal gerçeklik ile periyodik cetvel öğretimi. Selçuk University Journal of Engineering Sciences, 18(2), 68–83.
  • Bender, D. M., ve Vredevoogd, J. D. (2006). Using online education technologies to support studio instruction. Educational Technology & Society, 9(4), 114–122.
  • Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning, 12(5), 1–5.
  • Botti-Salitsky, R. (2005). Evaluation of a virtual design studio for interior design education (Order No. 3159702). ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/evaluation-virtual-design-studio-interior/docview/305358954/se-2
  • Cetinic, E. and She, J. (2022), Understanding and creating art with AI: review and outlook, ACM Transactions on Multimedia Computing, Communications, and Applications, 18 (2), 1-22, doi: 10.1145/3475799.
  • Cordan, Ö., Görgül, E., Çinçik, B., ve Numan, B. (2012). İç mimarlık eğitiminde günceli yakalamak: İTÜ örneği. İÇMEK/Interior Architecture Education 2nd National Congress, Istanbul, Turkey.
  • Crowther, P. (2013). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design, 6(3), 18–27, http://dx.doi.org/10.5204/jld.v6i3.155
  • Dale, E. (1969). Audio-visual methods in teaching (3rd ed.). Holt, Rinehart & Winston.
  • Demirbaş, O. O., ve Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437–456, https://doi.org/10.1016/S0142-694X(03)00013-9
  • Dutton, T. A. (1987). Design and studio pedagogy. Journal of Architectural Education, 41(1), 16–25, https://doi.org/10.1080/10464883.1987.10758461
  • Gaddis, T. (1998). Virtual reality in the school. Virtual Reality and Education Laboratory. East Carolina University.
  • Gonzalez-Calatayud, V., Prendes-Espinosa, P. and Roig-Vila, R. (2021), Artificial intelligence for student assessment: A systematic review, Applied Sciences, 11(12), 5467, doi: 10.3390/app11125467.
  • Goldschmidt, G., Hochman, H., ve Dafni, I. (2010). The design studio “crit”: Teacher–student communication. Artificial ıntelligence for engineering design, analysis and manufacturing, 24(3), 285–302. https://doi.org/10.1017/S089006041000020X
  • Kararmaz, Ö., ve Ciravoğlu, A. (2017). A research on the integration of the experience based approaches into the early period architectural design studio. Megaron, 12(3), 409–419, https://doi.org/10.5505/megaron.2017.05925
  • Künüçen, H. H., ve Samur, S. (2021). Dijital çağın gerçeklikleri: Sanal, artırılmış, karma ve genişletilmiş gerçeklikler üzerine bir değerlendirme. Yeni Medya, 11, 37–62.
  • Nas, S., ve Kavut, İ. E. (2023). İç mimarlık eğitiminde sanal gerçeklik uygulamalarının önemi. Mimarlık ve Yaşam Dergisi, 8(2), 285–298, https://doi.org/10.26835/my.1141445
  • Onur, D., ve Zorlu, T. (2017). Tasarım stüdyolarında uygulanan eğitim metotları ve yaratıcılık ilişkisi. The Turkish Online Journal of Design, Art and Communication, 7(4), 542–555, https://doi.org/10.7456/10704100/002
  • Özdemir, M., ve Tuti, G. (2023). Nitel araştırma desenleri: Metodolojik bir temellendirme. Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi, 11(2), 217–235, https://doi.org/10.57115/karefad.1331759
  • Park, S. (2020). Rethinking design studios as an integrative multi-layered collaboration environment. Journal of Urban Design, 25(4), 523–550, https://doi.org/10.1080/13574809.2020.1734449
  • Ramsden, P. (2003). Learning to teach in Higher Education. Routledge Falmer.
  • Schön, D. A. (1985). The design studio: An exploration of its traditions and potentials. London: RIBA Publications.
  • Toffler, A., ve Toffler, H. (2006). Zenginlik devrimi (S. Yeniçeri, Çev.). İstanbul: Koridor Yayıncılık.
  • Tong, X., Gromala, D., Amin, A., ve Choo, A. (2016). The design of an immersive mobile virtual reality serious game in cardboard head-mounted display for pain management. In S. Serino, A. Matic, D. Giakoumis, G. Lopez, & P. Cipresso (Eds.), Pervasive Computing Paradigms for Mental Health. MindCare 2015. Communications in computer and information science (Vol. 604). Springer. https://doi.org/10.1007/978-3-319-32270-4_29
  • Van Dooren, E., Boshuizen, E., Van Merriënboer, J., Asselbergs, T., ve Van Dorst, M. (2014). Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education, 24(1), 53–71, https://doi.org/10.1007/s10798-013-9246-8
  • Yee, S. (2001). Building communities for design education: Using telecommunications technology for remote collaborative learning (Unpublished doctoral dissertation). Massachusetts Institute of Technology, Cambridge, MA.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zhang, W., Shankar, A. ve Antonidoss, A. (2022), Modern art education and teaching based on artificial intelligence, Journal of Interconnection Networks, 22(1), 2141005, doi: 10. 1142/S021926592141005X.

TECHNOLOGY-ORIENTED APPROACHES IN INTERIOR ARCHITECTURE STUDIO EDUCATION: ACADEMIC AND STUDENT PERSPECTIVES ON FUTURE-ORIENTED LEARNING TOOLS

Year 2025, Volume: 34 Issue: Uygarlığın Dönüşümü - Sosyal Bilimlerin Bakışıyla Yapay Zekâ, 396 - 416, 20.07.2025

Abstract

Interior architecture education is characterized by a multilayered framework, shaped by the interplay of cultural, technological, and pedagogical dynamics over the course of its historical development This complex structure is predominantly shaped around studio courses, which are grounded in experiential learning. These studios function as critical pedagogical environments where students actively synthesize and internalize theoretical knowledge through applied design processes. Within this framework, the present study investigates the evolving structure and future trajectory of interior architecture studio education, emphasizing its significance in forecasting disciplinary transformation. The primary objective of the study is to identify and conceptualize technology-oriented learning tools through a future-oriented perspective on studio pedagogy. To this end, a qualitative research methodology was employed, utilizing a case study design. In the initial phase, data were collected regarding students’ technology-mediated experiences in studio-based learning environments through structured interviews. Subsequently, in-depth insights were gathered via semi-structured interviews with both students and academic instructors. The data were subjected to content analysis, leading to the development of thematic categories. The study’s findings reveal projections indicating that future-oriented studio education will undergo substantial transformation in both spatial configurations and curricular content, driven by the integration of emerging technologies.

References

  • Avcı, A. F., ve Taşdemir, Ş. (2019). Artırılmış ve sanal gerçeklik ile periyodik cetvel öğretimi. Selçuk University Journal of Engineering Sciences, 18(2), 68–83.
  • Bender, D. M., ve Vredevoogd, J. D. (2006). Using online education technologies to support studio instruction. Educational Technology & Society, 9(4), 114–122.
  • Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning, 12(5), 1–5.
  • Botti-Salitsky, R. (2005). Evaluation of a virtual design studio for interior design education (Order No. 3159702). ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/evaluation-virtual-design-studio-interior/docview/305358954/se-2
  • Cetinic, E. and She, J. (2022), Understanding and creating art with AI: review and outlook, ACM Transactions on Multimedia Computing, Communications, and Applications, 18 (2), 1-22, doi: 10.1145/3475799.
  • Cordan, Ö., Görgül, E., Çinçik, B., ve Numan, B. (2012). İç mimarlık eğitiminde günceli yakalamak: İTÜ örneği. İÇMEK/Interior Architecture Education 2nd National Congress, Istanbul, Turkey.
  • Crowther, P. (2013). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design, 6(3), 18–27, http://dx.doi.org/10.5204/jld.v6i3.155
  • Dale, E. (1969). Audio-visual methods in teaching (3rd ed.). Holt, Rinehart & Winston.
  • Demirbaş, O. O., ve Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437–456, https://doi.org/10.1016/S0142-694X(03)00013-9
  • Dutton, T. A. (1987). Design and studio pedagogy. Journal of Architectural Education, 41(1), 16–25, https://doi.org/10.1080/10464883.1987.10758461
  • Gaddis, T. (1998). Virtual reality in the school. Virtual Reality and Education Laboratory. East Carolina University.
  • Gonzalez-Calatayud, V., Prendes-Espinosa, P. and Roig-Vila, R. (2021), Artificial intelligence for student assessment: A systematic review, Applied Sciences, 11(12), 5467, doi: 10.3390/app11125467.
  • Goldschmidt, G., Hochman, H., ve Dafni, I. (2010). The design studio “crit”: Teacher–student communication. Artificial ıntelligence for engineering design, analysis and manufacturing, 24(3), 285–302. https://doi.org/10.1017/S089006041000020X
  • Kararmaz, Ö., ve Ciravoğlu, A. (2017). A research on the integration of the experience based approaches into the early period architectural design studio. Megaron, 12(3), 409–419, https://doi.org/10.5505/megaron.2017.05925
  • Künüçen, H. H., ve Samur, S. (2021). Dijital çağın gerçeklikleri: Sanal, artırılmış, karma ve genişletilmiş gerçeklikler üzerine bir değerlendirme. Yeni Medya, 11, 37–62.
  • Nas, S., ve Kavut, İ. E. (2023). İç mimarlık eğitiminde sanal gerçeklik uygulamalarının önemi. Mimarlık ve Yaşam Dergisi, 8(2), 285–298, https://doi.org/10.26835/my.1141445
  • Onur, D., ve Zorlu, T. (2017). Tasarım stüdyolarında uygulanan eğitim metotları ve yaratıcılık ilişkisi. The Turkish Online Journal of Design, Art and Communication, 7(4), 542–555, https://doi.org/10.7456/10704100/002
  • Özdemir, M., ve Tuti, G. (2023). Nitel araştırma desenleri: Metodolojik bir temellendirme. Çankırı Karatekin Üniversitesi Karatekin Edebiyat Fakültesi Dergisi, 11(2), 217–235, https://doi.org/10.57115/karefad.1331759
  • Park, S. (2020). Rethinking design studios as an integrative multi-layered collaboration environment. Journal of Urban Design, 25(4), 523–550, https://doi.org/10.1080/13574809.2020.1734449
  • Ramsden, P. (2003). Learning to teach in Higher Education. Routledge Falmer.
  • Schön, D. A. (1985). The design studio: An exploration of its traditions and potentials. London: RIBA Publications.
  • Toffler, A., ve Toffler, H. (2006). Zenginlik devrimi (S. Yeniçeri, Çev.). İstanbul: Koridor Yayıncılık.
  • Tong, X., Gromala, D., Amin, A., ve Choo, A. (2016). The design of an immersive mobile virtual reality serious game in cardboard head-mounted display for pain management. In S. Serino, A. Matic, D. Giakoumis, G. Lopez, & P. Cipresso (Eds.), Pervasive Computing Paradigms for Mental Health. MindCare 2015. Communications in computer and information science (Vol. 604). Springer. https://doi.org/10.1007/978-3-319-32270-4_29
  • Van Dooren, E., Boshuizen, E., Van Merriënboer, J., Asselbergs, T., ve Van Dorst, M. (2014). Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education, 24(1), 53–71, https://doi.org/10.1007/s10798-013-9246-8
  • Yee, S. (2001). Building communities for design education: Using telecommunications technology for remote collaborative learning (Unpublished doctoral dissertation). Massachusetts Institute of Technology, Cambridge, MA.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zhang, W., Shankar, A. ve Antonidoss, A. (2022), Modern art education and teaching based on artificial intelligence, Journal of Interconnection Networks, 22(1), 2141005, doi: 10. 1142/S021926592141005X.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Interior Architecture
Journal Section Articles
Authors

Gül Ağaoğlu Çobanlar 0000-0002-2324-7327

Füsun Curaoğlu 0000-0002-9594-2281

Publication Date July 20, 2025
Submission Date May 9, 2025
Acceptance Date July 11, 2025
Published in Issue Year 2025 Volume: 34 Issue: Uygarlığın Dönüşümü - Sosyal Bilimlerin Bakışıyla Yapay Zekâ

Cite

APA Ağaoğlu Çobanlar, G., & Curaoğlu, F. (2025). İÇ MİMARLIK STÜDYO EĞİTİMİNDE TEKNOLOJİ ODAKLI YAKLAŞIMLAR: GELECEKÇİ ÖĞRENME ARAÇLARI ÜZERİNE AKADEMİSYEN VE ÖĞRENCİ GÖRÜŞLERİ. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34(Uygarlığın Dönüşümü - Sosyal Bilimlerin Bakışıyla Yapay Zekâ), 396-416. https://doi.org/10.35379/cusosbil.1696072