نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 دانشیار گروه شهرسازی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
3 دانشیار گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Existing architectural design learning models are predominantly founded on the assumption that learners possess typical hearing and visual abilities and, according to the available evidence, have not been adequately adapted for students with hearing impairments. This study aimed to develop a theoretical model of architectural design learning based on students' hearing ability among undergraduate students of Interior Architecture in Iran, with a case study of the Farhikhtegan International Branch of Islamic Azad University. The research adopted an exploratory sequential mixed-methods design. In the qualitative phase, a meta-synthesis of 52 scholarly sources identified six major categories, while Grounded Theory was employed through interviews with 12 participants, resulting in the extraction of nine principal categories and the identification of the core category, "compensatory-interactive design learning." In the quantitative phase, 42 Interior Architecture students representing three levels of hearing ability (deaf, hard of hearing, and hearing-impaired) were evaluated across five instructional models, including deductive, problem-based, collaborative, pattern language, and hybrid learning models. The findings demonstrated that the hybrid learning model achieved the highest level of effectiveness, with a mean efficiency score of 83.0 out of 100, significantly outperforming the other models (p < 0.01). Based on these findings, a novel framework entitled the Hearing Compensation–Interactive Learning Model (HCIM) was developed. The model comprises five core components: visual sensory compensation, structured collaborative interaction, immediate written feedback, MBTI-based instructional flexibility, and soundscape mapping education. The proposed HCIM offers a comprehensive pedagogical framework for enhancing the quality of teaching and learning in architectural education for deaf and hard-of-hearing students in Iran.
کلیدواژهها [English]
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