Robotics application for the advanced integration of design and technology in architecture

摘要

Abstract This study reports and analyzes the first architectural robotics class regularly organized in a professional college in South Korea. The course consists of two modules: (i) design experimentation with kinetic (responsive) building prototyping and (ii) construction automation of a complex building form using an industrial robot arm. Both modules are structured to provide undergraduates with applied knowledge of kinematics and mechanisms. Along with introducing tools and content of robotics learning in architecture, the course development and students' perception of learning progress and intellectual achievement have been systematically assessed by adapting theoretical course analysis models (of Richards and of Kirkpatrick). The results reveal that learning motivation affects self‐satisfaction and achievement. This suggests that the background, goals, and methods of teaching robotics engineering need to be carefully coordinated over the entire curricular context of building design education.