Experiential Learning in Architectural Engineering School Through the Hands-on Workshop: Practically without Calculations

Abstract

Experiential learning methods are desirable for students and constitute a motivation to make understandable structural concepts without complicated calculations. This research investigates the effect of that method on the development of knowledge needed in Architectural engineering education. Through a hands-on workshop, this research explores the experiential learning method of structural engineering science at the university level, by implementing selected examples using simple materials. This workshop aimed to deepen the understanding of the basic principles of structural engineering education of the architecture learner. The whole process was done without numerous calculations but only with the stimuli received by the student through targeted, tangible, and simple hands-on simulations, based on David Kolb’s experiential learning cycle. Through the motivation of the experiential learning approach, this paper assesses the positive effects on all grade Architectural School students’ engagement with experiential learning. The statistical analysis of the answers to the questionnaires showed an excellent improvement in the student’s cognitive, communicative, and metacognitive skills. The statistical analysis of the data collected from filling out a questionnaire with multiple choice questions showed excellent student satisfaction with the workshop at a rate of 100%, with 82.8% understanding the concepts better, 93.1% considering group collaboration successful, 79.3% enjoying the 3D construction simulation activities and 75.8% confirm the help of the experiential laboratory in the learning process of structural science courses. The current investigation demonstrates that it is vital to integrate the motivation of experiential learning through dedicated seminars, hands-on workshops, or advanced laboratories into the broader Architectural School curriculum.