Journal of Iranian Architecture & Urbanism(JIAU)

Abstract Extended Abstract Background and Objectives: It has been over four decades since design disciplines, especially industrial design, started up in Iran. Particularly in the last two decades, these fields have seen remarkable educational growth, with design programs available in many state and private universities, even up to the doctoral level. In other words, design fields in Iran have developed in line with global trends and should not be considered undeveloped, fledgling, or even scarce. However, initial exploratory studies indicate that design areas, especially in fields like industrial design or fashion design, still suffer from low scientific and research status. This situation highlights shortcomings in policy-making related to design disciplines. One reason for this is that systematic reviews and meta-analyses are essential in any scientific field, as they help assess the current state and guide future planning. However, in the field of design studies in Iran, there is a significant scientific gap. This gap undermines any planning or policy making in design studies, leading to a lack of concrete foundations. To gain a thorough understanding of the scientific status of design studies in Iran, the following question was posed: What is the quantitative and qualitative state of design studies in Iran? Answering this requires a benchmark, leading to the preliminary question of this research: What is the quantitative and qualitative state of design studies globally? To answer these two questions, a set of inquiries was formulated and addressed through various research and study stages.
Methods: This research is a meta-analysis study (based on the PRISMA method). In terms of data nature, this research is qualitative, and regarding data collection methods, it is a documentary research. A grounded theory categorization method was used to classify and analyze the data. After identifying the selected categories, a reasoning-based discussion and conclusion were developed. The research process started with a series of key questions, including: What is the state of design studies globally? What are the main areas and subfields of design studies? What are the statistics on researchers and academic research documents? And, what is the quantity and quality of articles related to design studies in Iranian (Persian-language) journals?
Findings: In this research, we initially identified thirty-three scientific journals in the field of design studies, focusing on the two databases JCR and SJR. Then, a sample of articles from 2010 to 2021 was categorized in detailed tables over three stages. This review indicates the existence of nine core categories, which are: “Design Methodology (Design Cognition),” “Philosophy and Theory of Design,” “Design Education,” “Communication of Design and Form,” “Design and Creativity,” “Specialized-Professional Studies,” “Interactive Design,” “Design Context,” and “History, Critique, and Aesthetics of Design.” In the second step, the research focused on the scientometrics of design studies in Iran, which generally underscores the weak presence of Iranian researchers on the international stage. No reputable specialized journals in Persian were identified; only six scientific journals were found that accept articles in the field of design studies. The findings show that, out of a total of 248 issues from these journals, only 168 articles are related to design studies. Of these, 112 are based on student theses (mostly at the master’s level), which also raises concerns about the quality of the articles.
Conclusion: The discussions around the findings reveal diverse outcomes, including the fact that design studies are experiencing significant growth worldwide, particularly in the UK and the USA. However, even at a global level, certain topics and dimensions of design remain underexplored, such as design economics, design aesthetics, design critique, design history, and traditional design. Overall, it appears that design studies have not seen substantial growth in interdisciplinary dimensions and have yet to establish a distinct discourse, despite being outward-facing. In other words, although design studies are growing globally, compared to other scientific fields, they still face challenges and imbalances across various domains. In analyzing the state of design studies in Iran, a range of information was gathered, revealing significant weaknesses in both quantitative and qualitative dimensions. These include the quantity and scientific structure of the research, the depth and impact of the research content, the lack of support and funding for research, especially from non-university institutions, and the misalignment of research with the country’s scientific, practical, and educational needs. Even in a superficial comparison with other scientific fields and the arts in Iran, design studies are in a notably poor condition.

Abstract Extended Abstract Background and Objectives: The architectural education methods should encompass theoretical knowledge, as well as professional and social concepts, by evaluating the indicators of the world’s leading schools of architecture. Architectural schools use appropriate educational techniques and cover various activities involving knowledge, skills, and creativity. Considering the global developments, it seems that acquiring skills to address future challenges necessitates the enhancement of educational approaches and the recognition of influential learning factors. Due to the lack of authors contributing to the formation of architectural theory during the contemporary Iranian architecture era, it is imperative to examine the current state of Iranian architectural schools. This is crucial as they lack a suitable and systematic structure. Bauhaus school is an example of bringing about a revolution in architecture, which has had lasting effects day. Considering that much research has been done in the field of architectural education, but few sources have directly addressed this subject, this research aims to examine the educational process in Bauhaus school and provide solutions to improve the quality of architectural education. The question posed for this research is as follows: What is the process of education in Bauhaus school? And how can it be used to improve the quality of contemporary architectural education? To answer this question, the premise is that it seems that the teaching methods of the Bauhaus school can be fruitful for teaching contemporary architecture.
Methods: In terms of purpose, this research is in the field of applied research and adopts an analytical descriptive methodology. To enhance the quality of architectural education in Iran by applying the educational indicators of Bauhaus school, a systematic approach was employed. Initially, these indicators were derived from theoretical foundations. Subsequently, two questionnaires were developed and distributed among university professors (experts) and master students. The statistical population for architectural experts (professors) and students consisted of 50 and 150 individuals, respectively, chosen through random classification sampling. The overlapping indicators were consolidated based on the corrective opinions of 20 experts. Fifteen educational indicators were formulated as questionnaire questions, utilizing a five-point Likert scale, and descriptive statistics were employed for the analysis of the findings. In conclusion, suggestions were generated for the implementation of Bauhaus educational indicators to enhance the quality of architectural education in Iran, drawing upon the conducted studies and questionnaire results.
Findings: The principles raised in this research indicate that architectural education in Bauhaus school is of good quality. In line with the research objective of utilizing Bauhaus educational indicators to enhance the quality of architecture education in Iran, three components—upbringing, social, and environment—were taken into consideration. The overlapping indicators were then consolidated into 15 categories. Through assessments conducted by both students and experts, aspects such as meditation, preparation for the architecture profession, real-world work experience, practical product production, the interplay between art and industry, the connection between individuals and the university, the integration of art, technology, and life, accessibility, interdisciplinary collaboration, experimental and exploratory learning, and the potential for hands-on experience and construction were closely evaluated. These aspects require special attention in Iranian architecture education. However, other elements did not receive favorable scores, indicating a lack of alignment between the country’s architectural education and the educational indicators of the Bauhaus.
Conclusion: Teaching architecture becomes possible when there exists a complete and acceptable definition of architecture that can be taught. Bauhaus school has provided a comprehensive definition of architectural education that led to the education of an architect. Thus, in addition to being the school of architecture, it has nurtured ideas and art of students and even professors to connect with the professional market and industry. According to the studies conducted, and the indicators extracted along with the results of the questionnaires, it is confirmed that the state of architectural education in Iran has a significant difference from the educational indicators of Bauhaus school. Addressing challenges in contemporary education requires implementing solutions, such as a comprehensive review of architectural educational programs. This can involve evaluating students’ work through peer and professor assessments, integrating technical and design courses similar to Bauhaus school, fostering interactions between students and professors across different academic levels, incorporating opportunities for meditation and breathing exercises, facilitating one-on-one learning experiences with professors, and establishing connections with domestic and international scientific institutions. Additionally, providing real teamwork experiences through participation in both domestic and foreign competitions, transferring professors’ professional experiences by simulating professional environments, assigning projects that result in tangible and practical products aligned with societal needs, embedding suitable workshops, and fostering collaboration with related fields can collectively contribute to overcoming issues in the contemporary education system and advancing the quality of architecture education.

Abstract Extended Abstract
Background and Objectives: Architecture education has always been associated with two different and complementary processes: creative thinking and linear/technical thinking. Today, the process of training an architect in an academic environment is usually based on design studios, which is complemented by formal training in theoretical and technical topics. This system is based on the idea that it will enable students to develop creative and appropriate solutions. However, this teaching method might cause hidden problems that, in some cases, can hinder students’ learning progress and cause their full potential skills not to be identified and exploited. Ateliers (workshops) in architecture schools are the main teaching tools in which students are exposed to solving many design problems. Since burnout causes the learning process to decline, its reduction is of interest to many academic settings. Burnout is one of the educational system problems at all educational levels, which leads to a waste of power and expenses and can have a devastating effect on personal and academic life. In addition, new and various educational methods, including gamification, have been reviewed, improved, and used over the years. For various purposes, educational non-entertainment games (serious games) are designed to achieve academic goals and values and to develop skills.
Methods: Games are fun ways to learn and provide a safe and secure environment in a simulated environment for learners to make decisions and even make mistakes without fear of real-world consequences. The player can confront a variety of challenges in the games that conform to the latest proven principles of learning effectiveness. Learning through educational games is unconscious, indirect, and effective. This study aims to investigate the effectiveness of architecture design education at the undergraduate level in reducing students’ academic burnout and thus improving the learning process of design. This method aims to maximize students’ capacity to acquire information and skills. Their creative and technical competencies have been integrated to improve the effectiveness of architectural education and increase future architects’ work quality. This study was conducted experimentally using a pretest-posttest design with control and intervention groups. The statistical population of this study was the students of Parand Branch Azad University, who were randomly selected to participate in this research. They are equally divided into two intervention and control groups. MBI-GS (S) standard burnout questionnaire was used to collect data, and SPSS.22 software was used for statistical data analysis. The games were designed under the chapter to achieve the research objectives and performed in the intervention group’s studio.
Findings: Student feedback was recorded at each level of the games and at the end of the semester, with very interesting results in student design quality, increased motivation, and interest. Hence, the design learning promotion was achieved. Statistical results show that there is a big difference between the three conceptual sections of academic burnout, including exhaustion (feeling tired because of study requirements), cynicism (having a pessimistic and apathetic attitude towards homework), and professional efficacy (feeling incompetent as a student). There were intervention and control groups among the students after completing the training sessions and holding a post-test. Therefore, the study of academic burnout and effective strategies in reducing exhaustion to achieve educational goals and improve the design learning process was the criterion of this study, in contrast to other previous studies that examined the result of gamification in the product of architecture and design, or studied the purely psychological effects of burnout. The design learning process was examined, considering the concepts of gamification education and academic burnout. Finally, the gamification method in architectural design education was tested in line with reducing students’ academic burnout.
Conclusion: Based on the study findings, it can be concluded that gamification education in architectural design effectively reduces academic burnout, increases interest and motivation, and increases student participation in practical activities of the studio. Therefore, it is recommended to use this new educational method to reduce academic burnout and improve architectural design learning.

Abstract Extended Abstract
Objective and background: One of the main problems in contemporary Iranian architecture is the loss of identity and its related factors, such as a sense of attachment to the place due to neglecting the semiotic aspects of architectural reading and design in instruction ideation. The design meaning and indicators are effective in creating identity, beauty, and pleasure in architectural work via giving rise to an internal perception of space. Semiotics provide the most important meaning factors and can effectively upgrade the sense of place for a better relationship between architecture and users. Using the principles of semiotics is one of the best solutions to investigate how meaning is granted to space. As the most distinct semantic factors in creating mental associations via relying on the concept of implication, symbols can effectively enhance the sense of place in relation to the audience. Thus, using semiotics from the perspective of the designer's relationship with the audience in instructing design can be a step towards granting meaning to space and creating a sense of place for the users. However,  the imitation and copying of samples result in a lack of identity and social culture. Ideation is one of the most seminal and most important parts of the design instruction process. Therefore, the negligence of the meaning in the design process can also affect the ideation process because the final design is the representation and reflection of the ideas. The ideas mentioned in the literature review, including "patterns of design," 'sign," and effective factors on readability," show that previous researches have neglected the semiotic approach in ideation. Therefore, there is a need for a semiotic approach. In this study, the first research question is: "what are the effective factors in the creation of ideation process" and the second question is: "How is the relationship between the effective factors in design instruction process based on semiotics." The factors of  'human,' 'time' and 'place' that are effective on mental images should be considered when semiotic is used. This research aims to correct the design instruction process in ideation levels using semiotics by emphasizing the users' perception.
Method: The qualitative and quantitative research methods, path analysis, factor analysis, and modeling have been used in this research. The quantitive research method can be defined in two phases. In the first phase, the "cross-sectional survey" is used for exploring the user community, and the correlation method is used in the second phase. The survey study method begins without any presumption. In this article, the opinions of a group of architecture students and their professors on the research subject have been collected in the form of a questionnaire, and at the end, based on this information, concepts and effective variables are identified, and factor analysis is performed. The second phase of the research begins with the assumption obtained from the survey. This study is of descriptive-analytical type in terms of the method because, because in addition to showing the facts, the reasons for the problems are also explained.
Finding: According to the findings, "the research-oriented analysis" directly influences the dependent variable. Moreover,  the "aesthetic aspects" that act as the intermediary variable are influenced by the "research-oriented analysis" because the aesthetic aspects differ based on the social-cultural background. Thus, it is necessary to recognize the aesthetic aspects of the context's social culture through research-oriented analysis in the instruction process. On the other hand, it influences other factors such as "ideation" and "collective reading-oriented evaluation of the signs". Another intermediary variable that influences the dependent variable based on the model is the aesthetical aspect. One of the factors influencing the reading and perception of the signs is the psychological issues. Since the reading and perception of users are the main parts of semiotics, "the collective reading-oriented evaluation of signs" also plays as another intermediary variable in the formation of the model. This could increase the audience's satisfaction since their needs are met.  Also, the design idea is presented for the audience's collective evaluation, and the model forms the "research-oriented analysis" in case of dissatisfaction. That is because dissatisfaction with an idea shows inadequacy and/or imprecision in the identification of the context and the semiotic researches. Hence, the ideation is repeated until the audience's satisfaction is achieved in the evaluation stage.
Conclusion: The results show that "research-oriented analysis", "aesthetic aspects", "psychologists aspects", and "collective perception-based evaluation of signs" are the effective factors in the creation of the ideation process. The proposed model is introducing a cycle that concentrates on the evaluation of user's perceptions by signs.

Abstract در مراحل طراحی، تولید و ساخت ساختمان های صنعتی موارد بسیاری دخیل هستند از جمله موارد غالب در این زمینه، محاسبات تأسیسات و سازه می باشد، معماری به عنوان پیوند دهنده ی این موارد در راستای تأمین نیازهای اکولوژیک، انسانی، اقتصادی، امنیتی و ... الزاماتی را پیشنهاد می دهد، استفاده از یک روش کاربردی و هدفمند که نقاط قوت خود را در سطح ساخت و طراحی این گونه ساختمان ها به منظور تأمین نیازهای فوق در جهان به اثبات رسانیده است، لازم می آید BIM، روشی کاربردی بر پایه ی اطلاعات ساختمان یکی از این روش ها می باشد که در ایران دارای شبهاتی در عدم اجرای آن در روند طراحی ساختمان های صنعتی است. پژوهش حاضر با هدف تأکید و بازشناخت موانع اجرای بیم، در جهت تأکید در برطرف نمودن آن ها از جوانب مختلف به صورت اولویت بندی، کاربردی بوده و با فرض این که با افزایش دامنه اطلاعات و همچنین پیچیدگی های آن، در طراحی ساختمان های صنعتی، ضرورت بر مدیریت یکپارچه از طریق بیم وجود دارد، به توصیف موانع اجرای این سیستم مدیریتی در پروژه های صنعتی کشور اعم از نیروگاهی و غیره پرداخته و با مخاطب قرار دادن مدیران ارشد، مشاوران و همچنین پیمانکاران، مواردی را با مشاوره متخصصان به صورت لیست ارائه نموده است و در مرحله ی دوم با استفاده از پرسشنامه و نظرسنجی از کارشناسان اعم از مدیران شرکت های مشاور، پیمانکاران و اساتید ؛ چهار معیار اصلی اقتصادی، پشتیبانی، فنی و مدیریتی با زیر معیارهایشان را با روش سلسله مراتبی (AHP) و تحلیل نرم افزاری  Expert Choice مورد بررسی قرار داده، در نهایت پشتیبانی با وزن نهایی 0/464 در رتبه ی اول تعیین شد و زیر معیار تأخیر در فرهنگ پذیرش جامعه متخصصین که ناشی از عدم بروزرسانی سریع توسط دانشگاه و پشتیبانی دولت در ورود روش های موفق در دنیا در صنعت ساختمان است را با وزن نهایی 0/265 در اولویت کلی می شمارد و عدم تخصص که از زیرمعیارهای فنی است را با وزن نهایی 0/132  در اولویت دوم بیان می نماید، بدین ترتیب اولویت توجه به رفع این نواقص و موانع را با روش فوق دارای اولویت می سازد.