INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, vol.32, no.1, pp.617-644, 2022 (SCI-Expanded)
In recent years, technological advances had an impact on the field of education, and computer technologies were started to be used mainly in visual arts, architecture and planning departments in colleges. However, applications such as the use of conventional drawing tools and graphical techniques, sketching, drawing plans, sections, and elevations on paper and production of models are still prevalent in landscape architecture, architecture, interior design or planning departments. Digital technologies are also utilized as supplementary tools. The current article scrutinized student attitudes towards digital and conventional drawing methods in landscape architecture department environmental design studios and the impact of these techniques on the academic success in the course. The study was conducted with KTU Landscape Architecture Department students. Initially, an analysis of variance was conducted to determine whether there was a difference between student attitudes towards conventional and digital drawing techniques in environmental design studio. It was determined that there was a difference between the attitudes of the students between the items 3, 4, 5, 7, 8, 10, 12, 14, 15, 18, 20, 21, 22, 23 in the scale that contained statements (23 items) to measure student attitudes (p < .05), and no difference was observed between the student attitudes in remaining items (p > .05). The highest difference was found (F = 168.200) in item 23, followed by items 18 (F = 106,290), 10 (F = 104,533), and 14 (F = 103.292). In the second stage, to determine the effects of using digital or conventional drawing techniques in landscape design studio on the student achievement in the course, a quasi-experimental study was conducted with a pre-test post-test model with control group. It was determined that the pretest findings had a significant effect on both groups (p < .05). Digital and conventional drawing techniques that students learned in environmental design studio were correlated with their academic achievements and the difference between the groups was significant.