O.O. Demirbas¸ and H. Demirkan, Department of Interior Architecture
and Environmental Design, Bilkent University, 06800 Bilkent, Ankara,
Turkey
Learning as an interactive process is an important issue in architectural
design education. This study aims to focus on architectural design
process through learning styles that are ‘accommodating’, ‘diverging’,
‘assimilating’ and ‘converging’ as stated in the Experiential Learning
Theory of Kolb. A research was conducted to evaluate the effects of
learning style preferences on the performance of design students in a
design process. It was found that there were statistically significant
differences between the performance scores of students having diverse
learning styles at various stages of design process. Also, it was found
that performance scores of all students having different learning styles
had increased at the end of the design process where the progress of
assimilating learners were the highest and accommodating learners the
lowest.
