Logic-Driven and Technology-Supported Creativity Development Model in Open-Ended Design Tasks
The increasing reliance on digital tools in architectural education has transformed design workflows, offering new opportunities for creativity while posing challenges to students’ logical reasoning and structured problem-solving abilities. While digital tools facilitate automation and generative de...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-03-01
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| Series: | Buildings |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2075-5309/15/6/871 |
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| Summary: | The increasing reliance on digital tools in architectural education has transformed design workflows, offering new opportunities for creativity while posing challenges to students’ logical reasoning and structured problem-solving abilities. While digital tools facilitate automation and generative design, over-reliance on them can limit students’ ability to navigate design complexity independently. Addressing this issue, this study develops the Logic-Driven and Technology-Supported Creativity Development Model to examine the roles of logical frameworks, digital tools, and open-ended design tasks in fostering structured creativity. The findings reveal that logical frameworks provide essential cognitive scaffolding, helping students balance creative exploration with structured decision-making. Digital tools enhance form generation but introduce challenges such as automation bias and steep learning curves. Open-ended tasks promote design flexibility, yet their effectiveness depends on logical structures to maintain coherence. This study highlights the importance of curriculum design in supporting structured creativity, emphasizing the integration of technical training, interdisciplinary methods, and reflective learning. The findings contribute to design education theory and provide practical insights for improving course structures and pedagogical approaches in digital design environments. |
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| ISSN: | 2075-5309 |