Learning Human Factors/Ergonomics (HFE) in Architectural Education: A Study of Studio Approach in Bangladesh
DOI:
https://doi.org/10.15415/cs.2021.91003Keywords:
Human factor, Ergonomics, Architecture education, Studio-based educationAbstract
All the human activities take place in the built environment and therefore human factors/ergonomics (HFE) is an essential design consideration for the built environment designing process. Surprisingly, there have been limited studies on integrating HFE in the design process as well as in the education of architecture. Teaching HFE in architecture is different from teaching HFE in the disciplines that focuses on precise ergonomic application. Architectural education primarily deals with accommodating human activities in the built environment; and therefore, teaching HFE focuses on anthropometry, space standards, and an in-depth understanding of space requirements for relevant human activities. In architectural education, HFE can be taught as theory courses and/or in the design studio courses. This article focuses on the studio approach with an overview of several studio courses and a meticulous study of a studio course that teaches HFE principles. The study follows desktop research, participant observation, and a questionnaire survey. It is observed that the studio approach provides an opportunity for a deeper understanding of the HFE principles and their application in space design. Specifically, the practice of learning within the studio setup, group work and peer critique, assessment and feedback with critique sessions before the evaluation, etc. have a profound impact on the students to internalize
HFE in their thought process. A survey among the students also indicates the effectiveness of the studio approach for learning HFE.
Downloads
References
Alagbe, O., Aderonmu, P., Alagbe, T., Sonola, O., Olagunju, O., & Erebor, M. (2017). Students’ Perception of Design Studio Jury in Schools of Architecture in Nigeria. Paper presented at the 11th International Technology, Education and Development Conference, Valencia, Spain. http://eprints.covenantuniversity.edu.ng/8041/1/Students%20Perception%20of%20Design%20Studio%20Jury_Nigeria.pdf
Attaianese, E. (2012). A broader consideration of human factor to enhance sustainable building design. Work, 41(Supplement 1), 2155-2159. https://doi.org/10.3233/WOR-2012-1020-2155
Attaianese, E. (2014, 19-23 July). Human factors in design of sustainable buildings. Paper presented at the 5th International Conference on Applied Human Factors and Ergonomics AHFE Poland.
Attaianese, E., & Duca, G. (2012). Human factors and ergonomic principles in building design for life and work activities: an applied methodology. Theoretical Issues in Ergonomics Science, 13(2), 187-202. https://doi.org/10.1080/1463922X.2010.504286
Bailey, R. O. N. (2005). The Digital Design Coach: Enhancing Design Conversations in Architectural Education. PhD Doctoral thesis, Victotia University of Wellington.
Bamford, G. (2002). From analysis/synthesis to conjecture/analysis: A review of Karl Popper’s influence on design methodology in architecture. Design Studies, 23(3), 245-261. https://doi.org/10.1016/S0142-694X(01)00037-0
Belluigi, D. Z. (2016). Constructions of Roles in Studio Teaching and Learning. The International Journal of Art & Design Education, 35(1), 21-35. https://doi.org/10.1111/jade.12042
Burroughs, S., Brocato, K., & Franz, D. (2009). Problem Based and Studio Based Learning: Approaches to Promoting Reform Thinking among Teacher Candidates. National Forum of Teacher Education Journal, 19(3), 1-15.
Chafee, R. S. (1983). The teaching of architecture at the Ecole des Beaux-Arts and its influence in Britain and America.
Doctoral Dissertation, Courtauld Institute of Art, University of London.
Charytonowicz, J. (2000). Architecture and Ergonomics. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 44(33), 6-103-6–106. https://doi.org/10.1177/154193120004403305
De La Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Douglas, N., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art & Design Education, 28(1), 37-51. https://doi.org/10.1111/j.1476-8070.2009.01591.x
Denzin, N. K., & Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials: Sage Publications, Inc.
Douglas, J. D. (1976). Investigative social research: Individual and team field research. Sage Publications Beverly Hills, CA.
Garneau, C. J., & Parkinson, M. B. (2016). A survey of anthropometry and physical accommodation in ergonomics curricula. Ergonomics, 59(1), 143-154. https://doi.org/10.1080/00140139.2015.1052853
Gregar, J. (1994). Research Design (Qualitative, Quantitative and Mixed Methods Approaches). SAGE Publications.
Kuhn, S. (2001). Learning from the architecture studio: Implications for project-based pedagogy. International Journal of Engineering Education, 17(4/5), 349-352.
Lackney, J. A. (1999). A History of the Studio-based Learning Model. Retrieved from http://docplayer.net/15573094-A-history-of-the-studio-basedlearning-model-jeffery-a-lackney-8-2-99.html
Ledewitz, S. (1985). Models of Design in Studio Teaching. Journal of Architectural Education, 38(2), 2-8. https://doi.org/10.2307/1424811
Moody, L. (2011). A Studio-Based Approach to Teaching Ergonomics and Human Factors. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 55(1), 545–549. https://doi.org/10.1177/1071181311551111
Olguntürk, N., & Demirkan, H. (2009). Ergonomics and universal design in interior architecture education. METU Journal of the Faculty of Architecture, 26(2), 123-138. https://doi.org/10.4305/METU.JFA.2009.2.7
Olweny, M. R. (2019). Students’ views of the architectural design review: The design crit in East Africa. Arts and humanities in higher education, 19(4), 377–396. https://doi.org/10.1177/1474022219833595
Radjiyev, A., Qiu, H., Xiong, S., & Nam, K. (2015). Ergonomics and sustainable development in the past two decades (1992–2011): Research trends and how ergonomics can contribute to sustainable development. Applied Ergonomics, 46, 67-75.
https://doi.org/10.1016/j.apergo.2014.07.006
Remijn, S. (2006). Integrating ergonomics into the architectural design processes: tools for user participation in hospital design. Paper presented at the Proceedings of the International Ergonomics Association 16th world congress on ergonomics.
Salama, A. M., & El-Attar, M. (2010). Student perceptions of the architectural design jury. Archnet-IJAR: International Journal of Architectural Research, 4(2-3), 174-200.
Saris, W. E., & Gallhofer, I. N. (2014). Design, evaluation, and analysis of questionnaires for survey research: John Wiley & Sons. https://doi.org/10.1002/9781118634646
Schön, D. A. (1983). The reflective practitioner. How professionals think in action. New York: Basic books.
Villeneuve, J. (2000). The contribution of ergonomics to the design of hospital architecture. Paper presented at the proceedings of the Human Factors and Ergonomics Society Annual Meeting.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Sudipti Biswas, Gaurab Kundu, Chowdhury Ali Imam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles in the Journal of Creative Space (Creat. Sp.) by Chitkara University Publications are Open Access articles that are published with licensed under a Creative Commons Attribution- CC-BY 4.0 International License. Based on a work at https://cs.chitkara.edu.in. This license permits one to use, remix, tweak and reproduction in any medium, even commercially provided one give credit for the original creation.
View Legal Code of the above-mentioned license, https://creativecommons.org/licenses/by/4.0/legalcode
View Licence Deed here https://creativecommons.org/licenses/by/4.0/
 |
Journal of Creative Space by Chitkara University Publications is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://cs.chitkara.edu.in/ |
