EXAMINING ARCHITECTURAL DESIGN PROJECTS THROUGH CDIO: PREPAREDNESS, TASK DESIGN, FEEDBACK, AND COLLABORATION

This study explores the dynamic interplay of preparedness, task design, feedback, and collaboration in shaping student engagement and performance in architectural education, framed within the Conceive-Design-Implement-Operate (CDIO) standards. By integrating qualitative and quantitative methodologies, the research investigates how these factors influence the learning experiences of architecture students during two distinct design projects: a complex urban resort and a simpler ferry terminal. Coding and thematic analysis was employed to analyze focus group discussions, while statistical analyses validated relationships among key metrics such as enjoyment, effort, control, and openness. The findings reveal that academic preparedness plays a foundational role in equipping students to navigate the demands of architectural design courses, with prior technical exposure being a critical enabler. Task design emerged as a significant motivator, with structured and phased assignments promoting incremental progress and sustained engagement. Feedback was identified as a catalyst for growth, emphasizing the importance of clear, constructive, and timely communication in cultivating student confidence and skill development. Collaboration, while enriching peer learning and creativity, posed challenges related to group dynamics and equitable contributions. These insights align with CDIO Standards 2 (learning outcomes), 3 (integrated curriculum), 5 (design-implement experiences), and 7 (integrated learning environments), underscoring the value of interdisciplinary and practical approaches to architectural education. The study also highlights the importance of openness to feedback and new ideas as a driver of student engagement and performance.