Reassessing educational strategies: Direct instruction outperforms information search process for novice students in architectural design studios

Abstract

This study investigates the effectiveness of Direct Instruction (DI) compared to the Information Search Process (ISP) in architectural studio education for novice learners. While design education often favours constructivist approaches like ISP—where students construct knowledge through self-directed exploration—such minimally guided methods may overwhelm beginners who lack foundational knowledge, leading to cognitive overload and limited learning gains. This research evaluates whether structured instruction that explicitly conveys core architectural concepts can better support novice students in solving design problems. A controlled experimental study was conducted with 72 third-semester architecture students, randomly assigned to either the DI group (n=41) or the ISP group (n=31). The DI group received a concise, targeted presentation on the concept of human scale in architecture, while the ISP group engaged with printed materials simulating an authentic information search process. Following the instructional sessions, all participants completed a design task. Their work was evaluated by jury, and cognitive load was measured using a standardized self-report scale. Findings revealed that a significantly higher number of students in the DI group successfully applied the targeted concepts in their design proposals and experienced lower cognitive load during the task. However, no significant difference was observed between the groups in overall design quality scores. These results suggest that DI offers substantial advantages for novice learners by providing essential conceptual scaffolding and reducing mental effort during complex tasks. The study recommends aligning instructional strategies with students’ expertise levels—prioritizing DI in early semesters and progressively incorporating constructivist methods as learners gain experience and cognitive readiness.