資訊建模與計算機協助合作工作導入高年級設計工作室教學方法之研究

A Study of Senior Design Studio Teaching Approaches Based on Data Modeling and Computer Supported Cooperative Work

隨著網路教程和「生成式人工智慧」技術的快速發展，受過當前建築學院訓練的學生能輕易製作出令人驚嘆的設計概念圖。然而他們也容易陷入與現實脫節的技術操作練習，資訊技術的介入鮮有協助學員對環境、構造、空間涵構或使用意義的思辨產生影響。因此，本研究旨在探討如何將「資料建模」、「物件導向概念」、形態演算法以及「數位孿生」等技術和方法融入設計課程，培養非資訊技術背景的建築設計學員通過資訊科學方法發展設計。本研究採用行動研究法，區分為3個階段：1)檢索並分類使用資訊科學技術和生成式人工智慧協助空間設計的相關文獻。2)建構「智慧資訊建築工作室(IIA)」教學框架，IIA框架包括4個設計教學模組：譜記、圖示、採樣、擬合，以及2個技術教學模組：資訊建模分析、虛實整合原型驗證。3)將IIA實施於高年級建築系學生的18周設計課程當中，並根據檔案評量法收集學生作品和反饋並結合教師觀察和專家評估分析後，本研究提出5項應用「計算機協助合作工作」的設計教學策略建議供後續研究者參考，包括：1)譜記涵構並格式化資瞭以逃離預設框架、2)重新裝配圖示化的執行緒工作流程、3)採樣自動化並迭代生成特徵資料、4)混合媒材的原型實踐與虛實擬合、5)在迭代差異與優化中反思。

 

With the rapid development of “generative artificial intelligence”, architectural students can easily produce impressive images. However, they are also prone to engaging in technical exercises disconnected from reality. Therefore, This study explores integrating “data modeling”, “object-oriented program”, morphological algorithms, and “digital twins “ into design courses to foster computational thinking in architectural design. Using action research, we developed the “Intelligent Information Architecture” (IIA) framework, comprising 4 design modules: notation, diagraming, sampling, mapping, and 2 technical modules: data modeling, prototyping. Implemented in an 18-week course for senior students, the IIA framework was evaluated through portfolio assessment, teacher observations, and expert feedback. The study proposes 5 “computer-supported cooperative work” strategies: 1) notation and data formatting, 2) diagrammatic workflow reassembly, 3) automated sampling and iterative data generation, 4) mixed-media prototyping and physical-virtual fitting, and 5) reflection through iterative optimization. Results indicate the IIA framework effectively cultivates abstract thinking, logical organization, and critical reasoning in architectural design education.