Integrating video feedback into architectural design education to engage diverse learning styles

Abstract

This study aims to investigate the effectiveness of video-based feedback in enhancing learning outcomes for undergraduate students in the field of architectural engineering. The research addresses a gap in the existing literature by exploring the impact of video feedback on students with different learning styles. The study involved 26 participants from Al al-Bayt University, who were enrolled in a four-week summer workshop. Participants’ learning styles were identified using Kolb’s Learning Style Inventory, encompassing divergent, assimilator, convergent, and accommodator styles. The study employed a quasi-experimental design, with participants assigned to two groups: a video feedback group (experimental group) and an in-person feedback group (control group). The video feedback group received video-based feedback on their assignments during phase 2, while the in-person feedback group received traditional face-to-face feedback. Performance scores and perceptions of feedback quality were analyzed using a formative feedback perception scale. The results revealed that video-based feedback significantly influenced feedback development and understandability throughout the design process. Statistical analysis demonstrated significant differences in performance scores between the video feedback group and the in-person feedback group. The findings of this study have practical implications for educators and instructional designers in architectural design education. Incorporating video-based feedback into teaching practices can enhance learning outcomes and improve the overall quality of feedback provided to students. The study contributes to the existing body of knowledge by shedding light on the effectiveness of video-based feedback in the context of architectural engineering education.