Depatment of Architecture, Ur.c., Islamic Azad University, Urmia, Iran , a.sedaghati@iau.ac.ir
Abstract: (12 Views)
Objective: This study aimed to examine the effect of a computer-based simulation tool on architecture students’ achievement motivation in a Building Structures course. Given that architecture students often show limited motivation toward theoretical and technical subjects, the research investigated whether simulation-based instruction could enhance motivation and related academic outcomes.
Method: A quasi-experimental pretest–posttest control-group design was employed with 52 undergraduate architecture students at Urmia Azad University (Iran) between September 2022 and January 2023. Participants were matched based on prior academic performance and assigned to an experimental group (simulation-based instruction) or a control group (traditional instruction), each with 26 students. Data were collected using Hermans’ Achievement Motivation Questionnaire (HAMQ) and systematic behavioral observations. ANCOVA was used to analyze posttest differences while controlling for baseline motivation.
Results: Simulation-based instruction had a significant positive effect on students’ motivation (p < .05; η² = .66). The experimental group demonstrated a substantial increase in achievement motivation from pretest to posttest, whereas the control group showed minimal change. Students in the simulation group also obtained significantly higher end-of-term exam scores (p < .001). Qualitative observations revealed that the simulator functioned as a virtual laboratory that engaged multiple senses, reduced conceptual learning barriers, and strengthened problem-solving skills. Identified challenges included technical complexity, infrastructure requirements, assessment difficulties, and concerns about diminishing the instructor’s role.
Conclusion: Computer-based simulators can effectively enhance motivation and learning in architecture courses when implemented alongside traditional teaching. Although logistical and pedagogical challenges exist, integrating simulation as a complementary instructional tool may improve students’ engagement, conceptual understanding, and practical skill development.
Method: A quasi-experimental pretest–posttest control-group design was employed with 52 undergraduate architecture students at Urmia Azad University (Iran) between September 2022 and January 2023. Participants were matched based on prior academic performance and assigned to an experimental group (simulation-based instruction) or a control group (traditional instruction), each with 26 students. Data were collected using Hermans’ Achievement Motivation Questionnaire (HAMQ) and systematic behavioral observations. ANCOVA was used to analyze posttest differences while controlling for baseline motivation.
Results: Simulation-based instruction had a significant positive effect on students’ motivation (p < .05; η² = .66). The experimental group demonstrated a substantial increase in achievement motivation from pretest to posttest, whereas the control group showed minimal change. Students in the simulation group also obtained significantly higher end-of-term exam scores (p < .001). Qualitative observations revealed that the simulator functioned as a virtual laboratory that engaged multiple senses, reduced conceptual learning barriers, and strengthened problem-solving skills. Identified challenges included technical complexity, infrastructure requirements, assessment difficulties, and concerns about diminishing the instructor’s role.
Conclusion: Computer-based simulators can effectively enhance motivation and learning in architecture courses when implemented alongside traditional teaching. Although logistical and pedagogical challenges exist, integrating simulation as a complementary instructional tool may improve students’ engagement, conceptual understanding, and practical skill development.
Keywords: Achievement Motivation, Building Structures, Computer Simulation, Architectural Education, Hermans Achievement Motivation Questionnaire
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