WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection

Permanent URI for this collectionhttps://hdl.handle.net/11147/7150

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Author: search.filters.author.Dogan, FehmiHas files: No

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  • Article
    Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning
    (Springer, 2025) Yazici, Gizem; Dogan, Fehmi
    Design 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.
  • Conference Object
    The Role of the Computational Designer From Computer-Aided Design To Machine Learning-Aided Design a Study on Generative Models and Design Prompts
    (Ecaade-education & Research Computer Aided Architectural design Europe, 2023) Yonder, Veli Mustafa; Dulgeroglu, Ozum; Dogan, Fehmi; Cavka, Hasan Burak
    The rising sophistication of digital design technologies and instruments requires computational designers to acquire a broader set of abilities, such as expertise in a variety of digital models, scripting languages, and the ability to manage complicated data models. In the field of design, the concepts of machine learning-aided design and data-driven techniques contribute to the production of various and numerous design possibilities. Ultimately, this will lead the computational designer to redefine his or her power over the design protocol. In this paper, ChatGPT-3.5, Dall-E v2, and Stable Diffusion, cutting-edge artificial intelligence models, are used to construct sample design scenarios. Using a text mining application, the scenario-specific prompts were examined to explore these models' computational design potential.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Fostering Metacognition in the Design Studio: the Effect of Minimal Interventions on Architectural Students' Metacognitive Awareness
    (Elsevier Sci Ltd, 2024) Yazici, Gizem; Dogan, Fehmi
    This 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.