RETRACTED On the networking synthesis of studio factors to the integration of design pedagogy

TY - JOUR

T1 - RETRACTED On the networking synthesis of studio factors to the integration of design pedagogy

AU - Wang, Zheng-Hui

AU - Li, Xin

AU - Chen, Shih-Chih

AU - Chan, Chiu-Shui

AU - Lewis, Penny

AU - Hijazi, Ihab

N1 - RETRACTED 23 April 2025

PY - 2019/3/6

Y1 - 2019/3/6

N2 - Studio is critically important for design education, but few attempts have been made to demonstrate the parallels between studio factors and design performance. This paper adopts a coherent set of analyses to investigate the major studio factors and attempts to quantify the networking interactions among them. First, it describes how architectural studio is usually organised based on some major factors. Next, a theoretical model is established according to the described hypotheses and their mutual interactions. Third, the research method and statistical analysis with structural equation modelling (SEM) are presented. Finally, the results of this empirical examination are presented for discussion and suggestions. Our findings reveal that studio tutorials have no significant effect on undergraduate's design performance. In contrast, students' subjective intention plays a more important role in shaping their behaviour, indicating the importance of transferring those exterior forces into internal benefits when the studio instructor attempts to optimise the pedagogy. These findings are also inspiring for all creative disciplines.

AB - Studio is critically important for design education, but few attempts have been made to demonstrate the parallels between studio factors and design performance. This paper adopts a coherent set of analyses to investigate the major studio factors and attempts to quantify the networking interactions among them. First, it describes how architectural studio is usually organised based on some major factors. Next, a theoretical model is established according to the described hypotheses and their mutual interactions. Third, the research method and statistical analysis with structural equation modelling (SEM) are presented. Finally, the results of this empirical examination are presented for discussion and suggestions. Our findings reveal that studio tutorials have no significant effect on undergraduate's design performance. In contrast, students' subjective intention plays a more important role in shaping their behaviour, indicating the importance of transferring those exterior forces into internal benefits when the studio instructor attempts to optimise the pedagogy. These findings are also inspiring for all creative disciplines.

UR - https://www.scopus.com/pages/publications/85062621762

U2 - 10.1371/journal.pone.0212177

DO - 10.1371/journal.pone.0212177

M3 - Article

C2 - 30840657

SN - 1932-6203

VL - 14

SP - 1

EP - 16

JO - PLoS ONE

JF - PLoS ONE

IS - 3

M1 - e0212177

ER -