Integrating video feedback into architectural design education to engage diverse learning styles

This study aims to investigate the effectiveness of video-based feedback in enhancing learning outcomes for undergraduate students in the field of archi-tectural engineering. The research addresses a gap in the existing literature by exploring the impact of video feedback on students with different learning styles. The study involved 26 participants from Al al-Bayt University, who were enrolled in a four-week summer workshop. Participants? learning styles were identified using Kolb?s Learning Style Inventory, encompassing divergent, assimilator, convergent, and accommodator styles. The study employed a quasi-experimental design, with participants assigned to two groups: a video feedback group (experimental group) and an in-person feedback group (control group). The video feedback group received video-based feedback on their assignments during phase 2, while the in-person feedback group received traditional face-to-face feedback. Performance scores and perceptions of feedback quality were analyzed using a formative feedback percep-tion scale. The results revealed that video-based feedback significantly influenced feedback development and understandability throughout the design process. Statistical analysis demonstrated significant differences in performance scores between the video feedback group and the in-person feedback group. The findings of this study have practical implications for educators and instructional designers in architectural design education. Incorporating video-based feedback into teaching practices can enhance learning outcomes and improve the overall quality of feed-back provided to students. The study contributes to the existing body of knowledge by shedding light on the effectiveness of video-based feedback in the context of architectural engineering education.