Architectural Studies doctoral dissertations (MU)
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Item Machine learning-based simulation framework to forecast the environmental impact of urban morphology(University of Missouri--Columbia, 2024) Aman, Jayedi; Kim, Jong Bum[EMBARGOED UNTIL 12/01/2025] Urban morphology plays a crucial role in shaping the environmental performance of buildings, influencing energy consumption and sustainability outcomes. However, modeling these impacts within Urban Building Energy Simulations (UBES) faces challenges related to predictive accuracy, scalability, and computational demands. This dissertation introduces Morph-ES, a framework integrating Machine Learning (ML) with UBES, to address these limitations. The study explores whether integrating ML into UBES can improve the ability to predict and scale energy performance analyses for various urban morphological scenarios. Two hypotheses guide the research: first, that the framework can accurately predict how urban morphological attributes affect environmental performance; and second, that it is suitable for detailed analysis across different scales of urban development. The research demonstrates that Morph-ES can effectively simulate and predict energy performance for single-block and multi-block urban configurations. By combining archetype calibration, advanced ML techniques, and iterative simulations, the framework provides consistent and reliable predictions. It also accommodates diverse urban contexts and morphological variations, maintaining its applicability across a range of scenarios. The results validate the framework's capacity to support detailed analyses of urban development, offering insights into energy use dynamics and their environmental implications. This dissertation contributes to the theoretical understanding of urban morphology's relationship with environmental performance and holds the potential to serve as a practical tool for urban planners and policymakers. By integrating computational techniques with urban planning workflows, the framework provides a pathway for more informed and sustainable urban design strategies.Item Investigation of middle school students' goal-driven agency use in the process of engineering design(University of Missouri--Columbia, 2024) Fallahhosseini, Sepideh; Cole, Laura B.This dissertation focuses on the critical task of preparing middle school students for future design and engineering careers, recognizing the pivotal role that engineering design projects play in this process. By engaging students in an engineering design project within a formal classroom setting, this study aimed to investigate goal-driven agency among participants. The research examined various aspects of student involvement, such as their ability to identify and define project goals, contribute meaningfully to decision-making, adapt strategies when facing challenges, demonstrate ownership of their work, engage in critical self-reflection, and navigate group dynamics. Through this exploration, the study sought to shed light on the pathways through which students develop the necessary skills and mindset for success in future engineering endeavors. Grounded in a theoretical framework from social cognitive theory, this research investigated the performance of five teams (n=15), each comprised of three students, throughout a hands-on engineering design team project. The framework, incorporating concepts such as self-efficacy, self-regulation, and self-reflection, connected goal-driven agency with the engineering design process. By exploring how these teams tackle challenges, set goals, and reflect on their progress, this study uncovers how individual students demonstrate goal-driven agency during an engineering design project. This in-depth qualitative study examined both team performance and individual student contributions by analyzing data gathered from students' design outcomes, interviews, and observations. Results indicate varying levels of goal-driven agency among participants, influenced by their self-efficacy beliefs, ability to regulate their learning process, and capacity for reflective practice. While some students demonstrated high levels of confidence, proactive problem-solving skills, and effective collaboration, others struggled with articulating goals, aligning actions with objectives, and engaging in critical self-reflection. The findings provide valuable insights into the complexities of student engagement and learning in engineering design education. Recommendations for pedagogical strategies and interventions are discussed to enhance students' goal-driven agency and promote effective collaboration and problem-solving skills in future engineering design projects. Overall, this dissertation contributes to the ongoing discourse on student-centered approaches to engineering education and the cultivation of foundational skills for future careers.Item Elementary classrooms for autism : teacher perceptions of environment influence, adaptations, and COVID-19 impacts(University of Missouri--Columbia, 2023) Rivera, Kathryn Elizabeth; Cole, Laura; Tofle, RuthWhile the physical environment is widely understood as being a critical consideration for children with autism spectrum disorder (ASD), limited research is available to guide the design for these specialized classrooms. A two-phase case study explored teacher's perceptions of the classroom experience at a state-funded charter elementary school for children with the primary diagnosis of ASD. The first phase occurred prior to the COVID-19 pandemic (2017-2018) and the second phase occurred during the crux of the pandemic (2020-2021). In this qualitative inquiry, three questions are explored: (1) How do teachers, therapists, and administration perceive the influence of the classroom environment on elementary school children with ASD? (2) How are teachers adapting their physical classroom environments to meet the unique needs of students with ASD? (3) How do teachers perceive the influence of the COVID pandemic on the learning environment? Methods utilized were face-to-face interviews, photoelicitation interviews through Zoom, and classroom observations. Nine teachers, five school therapists, and the school principal participated in the study. Findings identify adaptations with interior design considerations: auditory, visual, and tactile sensory processing; artificial and natural lighting; interacting with furniture, fixtures and equipment; classroom definition/organization, space planning, crowding, storage, escape space, and circulation; health, safety, and security; and flexibility/adaptability for individual student needs. Teachers, therapists, and administration all feel the physical classroom influences children with ASD and requires careful consideration. Teachers need to adapt their classroom environments to meet their students' unique needs to ensure the environment is affording the learning process. It was also found that student grade level and function had an impact on the students' ability to cope with environmental stressors in the classroom. Adapting to COVID restrictions had both positive and negative outcomes. The study concludes with practical considerations for ASD classroom design.Item Virtual reality as a communication medium: investigating the impact of virtual embodiment on various stakeholders of an architecture project(University of Missouri--Columbia, 2022) Dastmalchi, Mohammad Reza; Balakrishnan, Bimal; Kim, Jong BumResearchers argue that our body and our intentional actions in the environment impact how we perceive and understand the world. In the last few decades, the theory of embodied cognition has been tested across different disciplines using VR systems. Immersive technologies, such as VR, emerged a few decades ago, and are now finding increased adoption in architecture and interior design with workflows becoming easier and cost of technology becoming more affordable. In this study, the author investigated the effects of virtual embodiment on design comprehension in individuals with and without architectural design backgrounds. Virtual embodiment refers to the idea of having a virtual body or avatar, being inside and in control of the avatar. Virtual embodiment was operationalized as ‘body representation' and ‘agency.' Body representation was systematically manipulated using two levels of ‘full body' avatar and ‘hands only.' Agency was manipulated using ‘direct' and ‘indirect interaction.' The results suggest that virtual embodiment affect perception and cognition of architects and non-architects in a different manner. Furthermore, the findings suggest that body representation and interaction both contribute to the notion of agency and can have a compensatory effect.Item Renovations of a university library: the potential for place attachment among Gen Z students during a pandemic(University of Missouri--Columbia, 2022) Rodwick, Holly B.; Cole, Laura; Tofle, RuthUniversity libraries are adapting their spaces to help support the needs of Gen Z students by adding collaborative spaces and encouraging social interactions. This qualitative case study explores the person-place interactions between Gen Z students and a Research 1 (R1) state university library during a full-scale renovation and worldwide pandemic. A tripartite framework of place attachment was used as a guide to examine the findings. Twenty-two undergraduate students in the library were interviewed, in addition to seven librarians, one facilities director, and one architect who oversaw the library's renovation. Observations and photo documentation were also used as supplemental data to support the information gained from the interviews. The analysis of the data revealed that place dependence was the strongest form of place attachment found in the data. Additionally, there were multiple connections found between place attachment constructs. Features of the library such as the spatial layout, technology, and access to information connected both physically based place attachment and place dependence. A collaborative atmosphere and peer motivation intertwined with socially based place attachment and place dependence. Also, relaxation, comfort, and safety were features that linked socially based place attachment and place affect. The library's major renovation that was underway during data collection, combined with the COVID-19 pandemic had a significant influence on the information gathered in this study. Implications and suggested interior design guidelines are provided.