The influence of spatial representation tools on student-instructor communication: A case study on environmental perception

Physical media has widely been used in design education, however digital design tools began to be used extensively in practice over the past decade. In this context, the efficiency of physical and digital tools in spatial design education process needs to be assessed to highlight which tools are more beneficiary for students to express their design ideas. This study aims to focus on the extent to which physical and digital tools could transfer the design idea of students to evaluators. The main objective of this research project is to investigate the contribution of traditional and digital tools in design education. In first part of the study, 60 students designed 120 streets via physical and digital media. They also produced section drawings, spatial descriptions to express their design idea. In second part, design education instructors and modeling experts evaluated students' design works. They used various media; including physical and digital interfaces such as texts, head mounted displays, 2D screen and 3D digital prints and 3D models. Given that, the students', educators and modeling experts' definitions of the same design concept could be compared. The results showed that, both physical and digital tools are valuable in different stages of design process and designer's design ideas (concepts of design) was transferred equally well to others (peers or experts in design and education) via physical or digital interfaces. This study pave the way in understanding and improving how physical and digital tools can be used to augment spatial perception and expression in design education. The methodology used in this study would inspire future research projects and findings have applied value for design educators.