Journal Menu
Submit Manuscript via ScholarOne

EURASIA Journal of Mathematics, Science and Technology Education
Volume 13, Issue 6 (June 2017), pp. 2367-2385

DOI: 10.12973/eurasia.2017.01230a

Downloaded 422 times.

Research Article

Published online on May 24, 2017

How to reference this article?


A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

Yun-Wu Wu, Shin Liao, Ming-Hui Wen & Kuo-Hua Weng


The education of architectural design requires balanced curricular arrangements of respectively theoretical knowledge and practical skills to really help students build their knowledge structures, particularly helping them in solving the problems of cognitive load. The purpose of this study is to establish an architectural design knowledge conversion model, helping students to obtain architectural design knowledge through a learning process of knowledge sharing/socialization, extraction, externalization, integration, creation and internalization. This model can help students to effectively solve the problems of cognitive load in the learning process, achieve knowledge construction and storage through meaningful learning, apply their knowledge in their future designs and, ultimately, improve their design capability. This study starts with a literature review on theories of knowledge conversion and cognitive load to establish an architectural design knowledge conversion model complemented with especially designed curricular contents and activities. The model is applied in actual teaching to find out if the application of this model has a positive influence on the students in their learning of architectural design, solving the ill-defined problems in their learning and easing their cognitive load.

Keywords: knowledge conversion, cognitive load, ill-defined

  1. Akin, Ö. (2002). Case-based instruction strategies in architecture. Design Studies23(4), 407-431.
  2. Alavi, M., & Leidner, D. E. (2001). Review: Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS quarterly, 107-136.
  3. Banbury, M. M., & Wellington, B. (1989). Designing and using peer nomination forms. Gifted Child Quarterly33(4), 161-164.
  4. Capilla, R., Jansen, A., Tang, A., Avgeriou, P., & Babar, M. A. (2016). 10 years of software architecture knowledge management: Practice and future. Journal of Systems and Software116, 191-205.
  5. Carnell, B. (2015). Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education, 1-15.
  6. Carrillo, P., & Chinowsky, P. (2006). Exploiting knowledge management: The engineering and construction perspective. Journal of Management in Engineering22(1), 2-10.
  7. Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior25(2), 315-324.
  8. Daugherty, J., & Mentzer, N. (2008). Analogical reasoning in the engineering design process and technology education applications.
  9. Dave, B., & Koskela, L. (2009). Collaborative knowledge management—A construction case study. Automation in construction18(7), 894-902.
  10. Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Harvard Business Press.
  11. Forcada, N., Fuertes, A., Gangolells, M., Casals, M., & Macarulla, M. (2013). Knowledge management perceptions in construction and design companies. Automation in construction29, 83-91.
  12. Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational psychologist38(1), 33-41.
  13. Gütl, C., & Pivec, M. (2003). A multimedia knowledge module virtual tutor fosters interactive learning. Journal of Interactive Learning Research14(2), 231.
  14. Jarvenpaa, S. L., & Staples, D. S. (2000). The use of collaborative electronic media for information sharing: an exploratory study of determinants. The Journal of Strategic Information Systems9(2), 129-154.
  15. Leahy, W., & Sweller, J. (2004). Cognitive load and the imagination effect. Applied cognitive psychology18(7), 857-875.
  16. Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of educational psychology91(4), 638.
  17. Mertins, K., Heisig, P., & Vorbeck, J. (2001). Knowledge management: Best practices in Europe. Springer.
  18. Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization science5(1), 14-37.
  19. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford university press.
  20. Nonaka, I., Konno, N., & Toyama, R. (2001). Emergence of “ba”. Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation1, 13-29.
  21. Nonaka, I., & Nishiguchi, T. (2001). Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation. Oxford University Press.
  22. Nonaka, I. (2008). The knowledge-creating company. Harvard Business Review Press.
  23. O'Dell, C. S., Elliott, S., & Hubert, C. (2000). Knowledge management: A guide for your journey to best-practice processes. Accent Press Ltd.
  24. Othman, A. A. E., & Halim, A. S. A. (2015). Knowledge Management: A Novel Approach for Improving the Performance of Architectural Design Organizations in Egypt. Emirates Journal for Engineering, 1-16.
  25. Öztürk, G. B., Arditi, D., Günaydın, H. M., & Yitmen, İ. (2016). Organizational Learning and Performance of Architectural Design Firms in Turkey. Journal of Management in Engineering, 05016015.
  26. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist38(1), 1-4.
  27. Rittel, H. Webber. M. (1984). Planning problems are wicked problems. Developments in Design Methodology. New York: John Wiley & Sons, 135-144.
  28. Rogers, E. B. (2001). Landscape design: a cultural and architectural history. Harry N Abrams Incorporated.
  29. Schön, D. A. (1983). The reflective practitioner how professionals think in action.
  30. Stahl, G. (2000). A model of collaborative knowledge-building. In Fourth international conference of the learning sciences, 10, 70-77. Mahwah, NJ: Erlbaum, 2000a.
  31. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science12(2), 257-285.
  32. Sweller, J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of educational psychology81(4), 457.
  33. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review10(3), 251-296.
  34. Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction16(2), 165-169.
  35. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review22(2), 123-138.
  36. Tucker, R., & Abbasi, N. (2015). The architecture of teamwork: examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes. Architectural Engineering and Design Management11(6), 405-422.
  37. Wu, Y. W., Young, L. M., & Wen, M. H. (2016). Developing an iBeacon-based Ubiquitous Learning Environment in Smart Green Building Courses. International Journal of Engineering Education32(2), 782-789.
  38. Wu, Y. W., Lin, Y. A., Wen, M. H., Perng, Y. H., & Hsu, I. T. (2016). Design, analysis and user acceptance of architectural design education in learning system based on knowledge management theory. Eurasia Journal of Mathematics, Science & Technology Education12(11).
  39. Zapata-Lancaster, G., & Tweed, C. (2016). Tools for low-energy building design: an exploratory study of the design process in action. Architectural Engineering and Design Management, 1-17.