Abstract
The research explores the integration of hands-on experimental methods in architectural education, emphasizing the significance of early experiential learning in developing students’ problem-solving skills. The literature review delves into various teaching methods based on physical models to enhance students' understanding of light control, shade, and shadow in interior spaces to establish the significance of "learning by doing" in architectural education. The research addresses the gap in previous research related to the impact of external environmental factors and emphasizes the value of practical experiences, trial and error, and iterative design processes using learning-by-doing teaching methods. It employs a pilot hands-on physical prototype to integrate external environmental factors, comparing the enhancement of this integration to the conventional 2D methods in the same module. An assessment of the process was conducted, which revealed a positive correlation between the experimental method and students' satisfaction and understanding of architectural spaces. Results highlight the effectiveness of the experimental project in enhancing students' skills, which provides immediate visualization allowing students to see and adjust results in real time, fostering a sense of engagement, unlike their prior experience with the 2D conventional method. This approach encourages active experimentation in architectural education, enabling students to grasp the complexities of sustainable design and the real-world implications of their design decisions. The study advocates for the continued incorporation of hands-on approaches and active experimentation in architectural education to foster a deeper motivation and understanding of design principles and environmental considerations.