Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?
Sadek, M., Mohamed, N. (2023). Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?. EKB Journal Management System, 2(2), 133-148. doi: 10.21608/msaeng.2023.291867
Mohamed Rafik Sadek; Nermine Abdel Gelil Mohamed. "Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?". EKB Journal Management System, 2, 2, 2023, 133-148. doi: 10.21608/msaeng.2023.291867
Sadek, M., Mohamed, N. (2023). 'Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?', EKB Journal Management System, 2(2), pp. 133-148. doi: 10.21608/msaeng.2023.291867
Sadek, M., Mohamed, N. Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?. EKB Journal Management System, 2023; 2(2): 133-148. doi: 10.21608/msaeng.2023.291867

Artificial Intelligence as a pedagogical tool for architectural education: What does the empirical evidence tell us?

MSA Engineering Journal
Volume 2, Issue 2 - Serial Number 6, March 2023, Page 133-148  XML PDF (1.03 MB)
Document Type: Original Article
DOI: 10.21608/msaeng.2023.291867
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Authors
Mohamed Rafik Sadekorcid ; Nermine Abdel Gelil Mohamed
Department of Architecture, Faculty of Engineering, MSA University.
Abstract
 Artificial Intelligence (AI) applications in arts and design have been
growing in popularity in recent years. Numerous AI program applications are
publicly available, both commercial and open source, offering a chance to convert
the textual description of a design or context into original content images. While
many research projects tackled AI use in architecture since 2015, there seems to be
a lack of empirical evidence of its use in Architecture education as a tool for concept
generation. An experimental architecture design course took place in Fall 2022
where 34 students utilised AI programs in the conceptual design phase to produce
original content images from narratives to help students generate concepts for their
buildings. The designs of the experimental student groups are compared to another
control group of 50 students which use more traditional conceptual design methods
on a similar project in the same semester. This paper aims to highlight the
opportunities and challenges of using AI tools in the concept generation phase in
architecture design education by measuring their effectiveness to increase creativity
in form finding. With the use of recent literature in architecture learning theories
and pedagogies, this experimental approach will be critiqued to provide further
insights into AI’s role in architecture education.
Keywords
Artificial Intelligence; Architecture pedagogy; Concept generation; Architecture design; Form finding
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