When the Site Speaks: An Experiential Learning Model for Architecture and Urban Design

Abstract

Abstract This study presents a new model developed for site analysis in architectural and urban design education based on experiential learning theory. Building on previous studies, this study examines how experience-based knowledge in conducting site analysis impacts the design outcomes of students. The study also proposes a cyclical approach to improving the site analysis of architecture and urban design pedagogy. A 4-year longitudinal study (2021–2024) examines comparative differences in design outcomes between the traditional site analysis approach and a proposed approach based on Kolb's experiential learning theory. According to statistics, this study indicated that the quality of the design results obtained from experimental groups was significantly different at p < 0.01. A follow-up session with trained student focus groups further clarified certain refinements being made on the suggestion of the model, which was validated in 2025 by virtue of its application in a design studio course. The validation of the model embraced a moderate or large effect size in favor of the experiential approach (Cohen's d = 0.67). The findings argued that the structured iterative experiential learning embedded in site analysis produces a deep internalized contextual understanding, a much stronger connection between analysis and design, and the adaptive thinking skills necessary for development in professional practice.