A Research on Learning Styles - An Introduction to Architectural Design Studio

Abstract

This research was executed with the purpose to discover if there is a correlation between the learning styles and spatial abilities of novice students of architectural education and their success in a given design exercise. In the research, a group of 17 first-year students of architectural education was assigned with a multiphase design problem. The design process was realised, improved, and finalised within 5 weeks through studio discussions and critics. After the exercises were completed, the students are asked to participate in David Kolb's learning style inventory and a spatial-visual perception test. The results of the inventory and the test were compared with and correlated to the students' performance in the design studio for the given problem. According to the results of Kolb's learning style inventory, among 17 attendants, it is seen that 76.4% of the students are convergent 17.6% is assimilator, 6% is accommodator. Interestingly there is no student with a divergence type of learning. Regarding the studio exercise, it is discovered that the grades of the 17 students differ. According to this comparison, it is observed that the students with the learning style of assimilation had the highest grades in the design process. In other words, the students with assimilating learning styles are accepted as more promising for this design exercise compared to the other students with other learning styles. It is found critical to further these kinds of studies through which the designedly educative strategies may adopt new methods to promote the production of creative knowledge.