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Lecturer, Department of Architecture, College of Engineering, Mustansiriyah University, Baghdad, Iraq
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Assistant Professor, Department of Architecture, College of Engineering, Mustansiriyah University, Baghdad, Iraq
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Assistant Lecturer, Department of Architecture, College of Engineering, Mustansiriyah University, Baghdad, Iraq
Assistant Professor, Department of Architecture, College of Engineering, Mustansiriyah University, Baghdad, Iraq
One of the essential aspects of education in architecture is aesthetic knowledge, which impacts creativity, the thinking process, and the evaluation of architectural quality. However, not many empirical studies were carried out in order to understand the development of aesthetic knowledge for architecture students of various levels. The current study analyzes the relationship between aesthetic experience and aesthetic knowledge for undergraduate architecture students using the Aesthetic Experience Questionnaire (AEQ). This method focuses on four components of the aesthetic experience, such as emotion, culture, perception, and flow experience, using a quantitative survey of 55 second-, third-, and fourth-year architecture students. The collected data were analyzed using Cronbach's Alpha, McDonald's Omega, descriptive statistics, and one-way ANOVA in order to measure the reliability of the test and to compare the aesthetic knowledge between the different educational levels. The overall reliability of the questionnaire was high, with Cronbach's Alpha = 0.822 and McDonald's Omega = 0.812. In the descriptive analysis, it is seen that the overall aesthetic knowledge of the second, third, and fourth year students developed respectively in the sequence of 3.833, 3.899, and 3.987. There were no significant differences among the academic years according to the ANOVA test (F=0.722, p=0.491) since there was no significant difference in students' aesthetic knowledge development across years. This research study is innovative since it makes a quantitative analysis of aesthetic knowledge development at different academic levels on the basis of an aesthetic experience model. The findings of the study stress the importance of curriculum development that includes experiential and reflective design-based learning approaches.
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