With the growing complexity of design technology and the emergence of intelligent design assistance, architectural studio classes are facing a new pedagogical paradigm. The digital literacy of younger generations and availability of scientific simulation have the potential to transform the traditional master–apprentice model. In our experiment, we had students perform a museum layout task and observed their behaviors from three perspectives: (1) how students utilize an assistance tool and whether we can group their behavior, (2) how the new simulation-aided design process is different from a traditional one, particularly in terms of the evolution of solution over iteration, and (3) whether students' behavior is affected by the type of design problem given. Protocol analysis on design processes and interviews revealed that individual’s characteristic design processes in terms of iteration ranged from distinct iterations guided by simulation to monotonous progress with little simulation. When comparing between an instructor and software, it was not the given environment but the designer’s subjectivity that determined their attitudes toward either type of feedback. Lastly, the challenge of integrating design concepts with performance requirements stemmed from a misalignment between their true evaluative measures. We propose that a versatile design platform implement real-time, non-intrusive mechanisms for performance reporting and solution branching, and include social and psychological measures as well as physical ones in order to expand designers’ concept choices.

随着设计技术的日益复杂和智能设计辅助的出现，建筑工作室课程正​​面临一种新的教学范式。年轻一代的数字素养和科学模拟的可用性有可能改变传统的师徒模式。在我们的实验中，我们让学生执行博物馆布局任务并从三个角度观察他们的行为：（1）学生如何使用辅助工具以及我们是否可以对他们的行为进行分组，（2）新的模拟辅助设计过程有何不同与传统的不同，特别是在解决方案随迭代的演变方面，以及 (3) 学生的行为是否受到给定的设计问题类型的影响。对设计过程和访谈的协议分析表明，个人在迭代方面的特征设计过程从模拟引导的不同迭代到几乎没有模拟的单调进展。在教师和软件之间进行比较时，不是给定的环境而是设计师的主观性决定了他们对任何一种反馈的态度。最后，将设计概念与性能要求相结合的挑战源于它们真正的评估措施之间的不一致。我们建议一个多功能的设计平台为性能报告和解决方案分支实施实时、非侵入性的机制，并包括社会和心理措施以及物理措施，以扩大设计师的概念选择。