The design and use of experiential instructional technology for the teaching of architectural history in American undergraduate architecture programs

Experiential computer simulation technology has the potential to radically change the way that architectural history is taught in American architecture programs. Rather than rely on two-dimensional static images for illustration, it is now possible to virtually experience and interactively explore architecture in a classroom. Recognizing this enormous potential and the need to analyze the technology's impact on the teaching of the built environment, this dissertation addresses two critical questions: How might a new instructional technology that exploits experiential computer simulations be structured for the teaching of architectural history? And under what circumstances will architectural history instructors embrace this new technology for use in their classrooms?; To date, very little research has been focused on pedagogy of architectural history in architecture departments. This dissertation addresses that deficiency through a series of qualitative personal interviews with architectural history instructors from five different California architecture programs. The initial interviews followed six key lines of questioning: course content, educational objectives, attitudes about students and student learning, pedagogical approach, attitudes about computer technology, and the curricular integration of the history courses. Following the initial interviews, a design proposal was developed for a new instructional technology for the architectural history classroom that features experiential technology and accommodates the instructors' stated pedagogical methods. The instructors' reactions to the proposal were explored in a second set of interviews.; Responses to the design proposal indicate that instructors will embrace the technology for the exploration of certain sites (e.g., large-scale urban complexes) as long as it stays within acceptable thresholds for ease-of-use, technological infrastructure, and cost. Perceived benefits of the technology over static two-dimensional images include heightened understanding of the spatial, temporal, and experiential qualities of the architectural space, as well as a greater appreciation for scale and context. However, there were concerns that the technology would overwhelm the instructor's personal classroom narrative. Future research is warranted and should focus on (a) developing and testing a prototypical learning environment, (b) impacts on student learning, (c) instructors' classroom use of the environments, (d) technology development, and (e) education theory as it impacts the teaching of architectural history in undergraduate architecture programs.