Architecture Engineers Award

Participatory design approaches have increasingly been applied in playground development to better align urban play environments with children’s needs and expectations. Although previous studies highlight children’s strong interest in loose parts play, limited research has explored participatory processes specifically focused on designing loose parts themselves. Considering the cognitive, physical, social, and emotional benefits of loose parts play, this study introduces a structured participatory design model that actively involves children and architecture students in the co-creation of play elements for urban spaces. Theoretical Background: Benefits of Loose Parts Play Loose parts play supports creativity, problem-solving, collaboration, and self-expression by allowing children to manipulate flexible, open-ended materials. Unlike fixed playground equipment, loose parts encourage adaptive and imaginative engagement, fostering developmental growth across multiple domains. Integrati...

The rapid digital transformation of higher education has reshaped pedagogical approaches across disciplines, with architecture education facing distinct challenges due to its studio-based, practice-oriented nature. Asynchronous online learning has emerged as a key instructional model, offering flexibility and scalability while challenging traditional modes of interaction, critique, and design development. This study examines the effectiveness of asynchronous learning environments in architecture pedagogy, focusing on how digital platforms support learning outcomes, student engagement, and design cognition. Context of Digital Transformation in Architecture Education Architecture education has historically relied on face-to-face studios, physical models, and real-time critique. The shift toward digital platforms has accelerated the adoption of online tools for content delivery, design communication, and collaboration. Within this context, asynchronous learning represents a significant...

  This study investigates how architecture students translate abstract design concepts into tangible spatial forms within the context of studio-based education. Recognizing architectural design as a cognitively complex and iterative process, the research positions representation as a central mechanism through which ideas are explored, tested, and refined. By examining both qualitative and quantitative evidence from a structured design studio, the study addresses a critical gap in understanding how conceptual thinking evolves into spatial outcomes through representational practices. Pedagogical Framework and Design Studio Structure The research is grounded in a nine-week architectural design studio organized into five sequential phases: site analysis, concept development, mass study, architectural drawing, and spatial form. This structured framework provides a controlled pedagogical environment for observing how students progress from analytical understanding to spatial resolutio...