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.Book Part An Inquiry Into the Relationships Among Design Learning, Metacognitive Awareness, and Academic Goal Orientation(Design Research Society, 2024) Yazici, G.; Doǧan, F.This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined. © 2024, Design Research Society. All rights reserved.