A Teaching Framework for Integrating Computational Design and Lighting Design Learning in Architectural Education

This research was based on teaching experience as an architecture lecturer who taught a lighting course for undergraduate students in the Department of Architecture. Simulation software is often used to teach lighting to learners. However, in practice, many undergraduate students only focus on the final visualization results without understanding it in depth. This study aims to evaluate the effectiveness of an integrated teaching approach for lighting education that combines theory, simulation, and prototyping. The learning experiences, challenges, and perceptions toward computational lighting analysis were then examined. In this study, only one lecture was conducted, and as a control, a teacher from another university provided insights regarding the fundamentals of natural lighting. Furthermore, senior students (fourth year) evaluated the work of their juniors. Objective knowledge and assignment evaluations were assessed before and after the workshop to determine the teaching framework’s impact. This showed that 72% of students successfully completed the assignments, even though the initial pre-workshop survey revealed that only 30% of students had never performed building simulation. Furthermore, 100% of the students were satisfied with the workshop, and 81% expressed a desire to learn more and use them in the workplace.