چكيده به لاتين
Abstract
Training and preparing the active force of interior architecture required by the labor market in technical and vocational trainings requires the use of the capacities foreseen in the curriculum of this field. Currently, several limitations have caused some challenges in teaching this field such as the lack of teacher experiences in learning some practical courses, the impossibility of repeating practical courses several times due to lack of resources and limited training time. Computer training simulators as a component of the training and learning package can simulate practical activities and complement existing deficiencies. Accordingly, to solve the problems of teaching practical courses in this field, the aim of this dissertation is to present a model for designing computer architecture simulators of interior architecture based on a competency approach to improve students' skills in practical courses.
In order to develop a theoretical model and expand the research principles beyond what is available, after conducting studies and reviewing the research background, semi-structured interviews were conducted with experts in the field of educational technology and architecture, followed by two stages of exploratory and confirmation questionnaires. Therefore, factor Q analysis was performed on the data, six factors were obtained, which are: 1) Realism based on content standards and pedagogy, 2) Ability to practice and repeat and use the environment, 3) Content visualization, 4) Various learning and assessment opportunities, 5) Interactivity of learning environment and management, 6) Adaptation of content with educational goals and values of professional ethics. Based on the findings of this stage, a questionnaire for interior architecture teachers was developed. After having filled the questionnaire in and performing R-type factor analysis, eight factors (realization of educational content based on pedagogy, interaction with the student, student evaluation, managing of learning environment, supervision and guidance of the teacher, matching the student's abilities, creating opportunities and Learning experiences, duplicable of Activities) were extracted as significant factors from the perspective of interior design students. Then a theoretical model was formed and the path analysis was conducted in order to study the relationships between variables and form an experimental model. Thus, the components of the model, the relationships between them along with their prioritization from the perspective of interior design students were determined.
Research Findings
In the proposed model, the realistic content of educational content based on pedagogy variable contributes to opportunities and leaning experiences variable through multiple mediation. Mediation variables were included interaction with students, student evaluation, and management of learning environment, monitoring and guidance of teacher. Examining the relationships between variables in the model and the extent of their effect on each other, it can be concluded that:
Representation of workshop activities in the simulation environment and the proximity of learning experiences rather than to what is in reality, increase the possibility of transferring their learning experiences to real situations. In such an environment, taking into account the physical and mental abilities of users and adapting its facilities to their capabilities, increases the possibility of taking advantage of opportunities and learning experiences in it. Designing tasks based on the educational content and different levels of students, along with their reproducibility and the role of supervision and guidance of the teacher can increase the effectiveness of the simulator. In a simulated interactive environment where the learning process is managed by the student and evaluation is one of the possibilities, the student will experience active learning.
