Interactive imagery and shared mental models in design learning

Abstract

This study explores the relationship between interactive imagery and shared mental models in a design learning environment. The study focuses on design, design learning, and the cognitive components of design. In this research, conceptual project development processes of third year architecture students, in a design studio where four instructors gave desk critiques on a rotational basis, are examined. Within the scope of the study, interviews were conducted with four students and four studio instructors. The process was analysed and interpreted based on the collected data and interviews. It is argued that interactive imagery and shared mental models, which are shaped in the studio's desk critiques, juries and panel reviews, affect the students' conceptual project development. It is possible to conclude that if there is more than one studio instructor giving desk critiques on a rotational basis, students may have both advantages and disadvantages.