Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7148
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Conference Object Metacognitive, Cognitive, and Creative Dynamics in the Artificial Intelligence-Aided Design Process(Education and Research in Computer Aided Architectural Design in Europe, 2025) Yazici, G.; Doǧan, F.This study examines the effects of artificial intelligence-aided design processes (AIADP) on cognitive load, creativity, and metacognitive awareness. Within the scope of the study, a one-day face-to-face workshop was organised with twenty-eight architects, including architecture students studying at undergraduate and graduate levels, and the data based on the participants' experiences were analysed using qualitative research methods. The results of the sentiment-based content analysis show that integrating AI tools into the design process reduces cognitive load, supports creative thinking processes, facilitates rapid prototyping and feedback mechanisms, and increases metacognitive awareness. The findings reveal that AI-aided design tools can potentially improve designers' cognitive and creative capacities. The study addresses the effects of AIADP in educational and professional contexts from a local perspective, providing a new perspective on the literature on the integration of AI into design processes. © 2025, Education and research in Computer Aided Architectural Design in Europe. All rights reserved.Article Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning(Springer, 2025) Yazici, Gizem; Dogan, FehmiDesign education involves ill-defined problem-solving that demands both creativity and self-regulation. While metacognitive awareness significantly enhances learning outcomes and motivation, there is limited empirical evidence on how to systematically foster this skill in design studios. This study aims to investigate whether metacognitive interventions increase architecture students' metacognitive awareness levels, academic goal orientations, and design course success. In a quasi-experimental design, 84 third-year architecture students were divided into experimental (n = 58) and control (n = 26) groups. Pre-post-test data were collected using the MAI and AGOQ scales. Three structured interventions were implemented in the experimental group over six weeks. In the students who received the interventions, significant increases were observed in metacognitive awareness, mastery-performance goal orientation, and design course grades. In students with high awareness, mastery orientation, metacognitive awareness, and design course grades increased significantly, while in students with low awareness, metacognitive awareness and performance orientation increased. Pretest MAI and AGOQ scores accounted for 72.8% of the variance in grades, with MAI showing the strongest positive influence. Learning and proving orientations were moderately and positively correlated to grades, while avoidance orientation showed a moderate negative correlation. Metacognitive interventions enhance learning outcomes in design education by supporting metacognition and motivation.Article Citation - WoS: 3Citation - Scopus: 3Fostering Metacognition in the Design Studio: the Effect of Minimal Interventions on Architectural Students' Metacognitive Awareness(Elsevier Sci Ltd, 2024) Yazici, Gizem; Dogan, FehmiThis study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.