VIRTUAL Prague Research & Teaching Conference

Abstract

This research discusses a modified instructional model integrating embodied graphics for introductory architectural structures. This alternative model combine different aspects of modern pedagogy, such as multimedia-associative learning, embodied learning, and collaborative learning. The research limits its content scope to the initial structural topics : forces, equilibrium of forces, and simple truss analysis for internal forces. The main question asked in this research is : Will the integration of embodied graphics (drawing actions) improve the learning of structures basics content? The present iteration of this alternative instructional design model (since 2018) assigns “control” to the computation-dominant Method of Joints (MoJt) and assigns “intervention” to the graphics-dominant Maxwell Diagram (MaxD) method. Students, instructed in both approaches, select their preferred analysis method to apply in their midterm test’s major task of simple truss analysis for internal forces. Performances were evaluated based on process, outputs, and efficiency. Data has been collected from 2019 (excluding 2020 due to Covid-19). The author hypothesizes that the learning method integrating graphics-actions would both perform better and be much preferred by students. Data gathered, particularly in the recent three years, has so far shown that preference for the proposed graphics-active method is not decisive and may be influenced by social and naturalistic factors. However, findings do consistently suggest that the graphical MaxD approach outperforms the conventional MoJ approach in terms of correctness of analyses, as well as efficiency of task completion. More details are discussed within the paper. With these initial results suggesting better performance, the findings lend support for the integration of graphics-actions into the instructional approaches for introductory architectural structures.