Browsing by Subject "Interior Design Pedagogy"

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    Exploring Building Information Modeling (Bim) And The Design Process In Interior Design Pedagogy
    (2020-05) Yanksari, Faten
    The purpose of this study is to explore the influence of using Building Information Modeling (BIM) in the schematic design (SD) and the design development (DD) phases in the interior design studio class. The data was collected from five senior interior design students. The majority of BIM studies have been conducted in AEC or mechanical engineering disciplines. Few of them have been done in the interior design discipline. Thus, there is a gap in the interior design body of knowledge. This study is a qualitative case study, and the data collected are direct observations, documentation of the design process, and interviews. The findings reveal a significant influence of using Revit on the design process. In the SD phase, Revit provides different representations and accurate measurements in the existing structure, which helps to explore and develop the chosen concept, spatial forms, spatial relationships, and conflicts identification. Different design methods could be used during the design exploration. In addition, Revit helps the forms of the design become more legible, which helps in human needs accommodation and design communication. In the DD phase, Revit provides a visual illustration of 3D modeling and simulation of virtual reality that helps to explore and develop design details, including the RCP, materials, and lighting. The trial and error approach could be used during detail exploration. In addition, Revit helps to conduct a series of renderings to reach the final design execution. This study suggests a new conceptual framework of Revit in the interior design process to facilitate the intellectual design work in studios. The ZPD learning theory is applied in this study to interpret students’ learning experiences during the design process when Revit is utilized. The interpretation of this study is that students become more thoughtful in the design decision. The suggested new conceptual framework of Revit in the interior design process could provide a strong guideline and help to construct prompts. Using these prompts in design education can raise students' awareness about the design process. Researchers are encouraged to conduct further studies: to examine the influence of using Revit on the rest of the design process and to examine the influence of using the new conceptual framework of the design process on design deliverables, design thinking, and student learning.