건축 디자인 컴퓨팅 교육의 지향성

A salient pedagogic aim of design computing is aiding students to examine and iterate the complex matches between the variables of design configurations, performances, and contexts. However, the recent curriculums for design computing focus more on composing the physical elements of forms and conducting their quantitative performances, hence, the current pedagogic roadmap lacks explicit ways in which students experiment and learn the holistic trade-offs between the meaningful variables existing in empirical architectural design. As a future roadmap that complements such lacks , this present paper proposes containing human factors in design computing education, and introduces the two methods used in several pioneering courses: one is human behavior simulation, equipped the rule-based, autonomous AI agents, and the other is direct-experience evaluation methods, relying on the mediated perceptions of a virtual-body. To involve the human factors in design computing education, interdisciplinary courses and in-depth studies are required to extract the computable rules from dynamics of human mind and behavior that suit to the empirical architectural design education and practice.