Analysis of Learning Style Differences Through Pedagogical Structures in Interior Architecture Education
DOI:
https://doi.org/10.53463/inda.20260433Keywords:
Interior architecture education, studio pedagogy, learning styles, differentiated instruction, experiential learningAbstract
Interior architecture studio education provides a common learning environment for all students; however, this environment may not function equally effectively for everyone. Studio teaching largely continues within a framework inherited from the traditional atelier model, implicitly assuming that students learn in similar ways. Yet the literature consistently demonstrates significant differences in students' learning approaches. This study argues that such disparities reflect not individual shortcomings but a structural dimension of instructional design that can be improved. Drawing on the theoretical frameworks of Kolb, Schön, Biggs and Tang, and Tomlinson, the study analyzes the studio task system, feedback system, and assessment system within the context of interior architecture education. Bringing these four frameworks into dialogue offers an integrated perspective for instructional design. The study reveals that current studio teaching may support certain learning approaches while rendering others invisible, a pattern that calls for critical reconsideration from an instructional design standpoint.
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