What does this research mean for the field?

Implementing a low-tech, hands-on pedagogical exercise that simulates the complete design-construction cycle enhances architecture students' understanding of the design-construction relationship, strengthens collaborative dynamics, and increases phenomenological awareness of space. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate the pedagogical impact of a low-tech design-to-construction exercise bridging theoretical academic concepts and physical architectural practice.

August 28, 2026The Journal of Architecture

Architectural design to construction: a pedagogical bridge in contemporary education

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Authors

RGRenata Gomes MCMariolly Dávila Cordido

Discussion

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Overview

Mixed-methods evaluation demonstrates improved structural comprehension and spatial awareness in first-year architecture students, highlighting the value of physical building before digital modeling.

Key Points

To evaluate the pedagogical impact of a low-tech design-to-construction exercise bridging theoretical academic concepts and physical architectural practice.
Simulated a complete design-construction cycle with first-year architecture students, deliberately suspending digital and algorithmic tools in favor of hands-on, collaborative physical construction.
Evaluated educational outcomes using a qualitative-dominant mixed-methods design incorporating structured observations, post-exercise Likert-scale questionnaires, and open-ended student reflections.
Demonstrated qualitative gains in students' comprehension of how abstract design intentions translate into physical, constructed structures.
Strengthened collaborative group dynamics while fostering heightened phenomenological awareness regarding material behavior, scale, and error correction.

Cite This Study

Gomes et al. (2026) studied this question.

synapsesocial.com/papers/6a9145ead15324a1df3a91a2 https://doi.org/10.1080/13602365.2026.2711887

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August 28, 2026The Journal of Architecture

Architectural design to construction: a pedagogical bridge in contemporary education

View Full Paper

Ask AI

Bookmark

Authors

RGRenata Gomes MCMariolly Dávila Cordido

Discussion

Member takes

Overview

Mixed-methods evaluation demonstrates improved structural comprehension and spatial awareness in first-year architecture students, highlighting the value of physical building before digital modeling.

Key Points

To evaluate the pedagogical impact of a low-tech design-to-construction exercise bridging theoretical academic concepts and physical architectural practice.
Simulated a complete design-construction cycle with first-year architecture students, deliberately suspending digital and algorithmic tools in favor of hands-on, collaborative physical construction.
Evaluated educational outcomes using a qualitative-dominant mixed-methods design incorporating structured observations, post-exercise Likert-scale questionnaires, and open-ended student reflections.
Demonstrated qualitative gains in students' comprehension of how abstract design intentions translate into physical, constructed structures.
Strengthened collaborative group dynamics while fostering heightened phenomenological awareness regarding material behavior, scale, and error correction.

Cite This Study

Gomes et al. (2026) studied this question.

synapsesocial.com/papers/6a9145ead15324a1df3a91a2 https://doi.org/10.1080/13602365.2026.2711887

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