This study reports and analyzes the first architectural robotics class regularly organized in a professional college in South Korea. The course consists of two modules: (i) design experimentation with kinetic (responsive) building prototyping and (ii) construction automation of a complex building form using an industrial robot arm. Both modules are structured to provide undergraduates with applied knowledge of kinematics and mechanisms. Along with introducing tools and content of robotics learning in architecture, the course development and students' perception of learning progress and intellectual achievement have been systematically assessed by adapting theoretical course analysis models (of Richards and of Kirkpatrick). The results reveal that learning motivation affects self-satisfaction and achievement. This suggests that the background, goals, and methods of teaching robotics engineering need to be carefully coordinated over the entire curricular context of building design education.

中文翻译：

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机器人技术在建筑设计和技术的高级集成中的应用

本研究报告并分析了韩国一所专业学院定期举办的第一期建筑机器人课程。本课程包括两个模块：(i) 动力学（响应式）建筑原型的设计实验和 (ii) 使用工业机器人手臂的复杂建筑形式的建筑自动化。这两个模块的结构都是为本科生提供运动学和机构的应用知识。除了在建筑中引入机器人学习的工具和内容外，还通过调整理论课程分析模型（Richards 和 Kirkpatrick 的理论课程分析模型）系统地评估了课程发展和学生对学习进度和智力成就的看法。结果表明，学习动机会影响自我满足感和成就感。这表明背景，