From projective methods to real-time digital construction of architectural space in first-year architectural education

Architecture inherently possesses a four-dimensional dynamic structure. However, architecture has been discussed using two-dimensional representation and design tools for centuries. This thesis explores whether the four-dimensional nature of architecture can be revealed through embodied cognition in terms of spatial representation, comprehension, and understanding. It questions whether the four-dimensional dynamic structure of architecture can be better explored and experienced through the tools used to produce it and the body's involvement. In this thesis, the historical origins of architectural drawing have been investigated, tracing its evolution from primitive cave drawings to complex orthographic projections and addressing ongoing debates surrounding traditional methods. A critical point is why the methodologies that became systematic in the 18th century have remained prevalent in contemporary architectural education and practice. The theory of embodied cognition posits that cognitive processes are deeply rooted in the body's interactions with the physical world and that the mind-body connection fundamentally shapes thoughts and cognition. In this context, the research discusses the potential implications of spatial learning through the lens of embodied cognition. In the scope of this thesis, first-year architecture students at TOBB University of Economics and Technology were observed interacting with artificial intelligence and virtual reality tools such as Skybox AI, Open Brush, and Arkio in their Basic Design courses, and the impact of these digital tools on the students' spatial understanding and design processes was evaluated. Based on this research, the limitations and future of traditional orthographic projection in understanding and exploring spatial representation were discussed, especially when compared to new methods like collaborative spatial production in VR. In summary, this thesis questions the possibilities of a comprehensive architectural education that integrates traditional drawing methods as the conventional means of architectural representation and production with innovative pedagogical strategies supported by cutting-edge technology and embodied cognition.