In view of the knowledge gap between what students learn in a design studio and what they do in their future work in the labor market, this study assumed that live projects supported architectural education, contributed to the development of students' capabilities, prepared them to enter the labor market, and were complementary to their knowledge acquired in traditional design studio. This study aimed to evaluate the importance of live projects and find out the extent to which students benefit from them in overcoming employment difficulties to easily get into the labor market. A descriptive and analytical approach similar to global experiences was used to monitor the progress of senior students in live projects. Measurement mechanism, such as questionnaire and observation, was used to know the skills of students acquired during the experiment. The experiment results showed that most of the students agreed that live projects provided realistic learning experiences different from the traditional design studio. In addition, the results showed that live projects helped students develop many skills, such as negotiation, persuasion, teamwork, etc. which they did not acquire through virtual projects. In the design studio, live projects were considered as a successful educational method that simulated reality and prepared the students for their professional practice.
This study aimed to investigate the impact of using ChatGPT as an auxiliary learning tool on university students' learning motivation. Structural equation modeling and regression analysis were employed as the data analysis methods. Questionnaire surveys were conducted to collect data on 196 university students. The results indicated that after using ChatGPT, a negative correlation was found between tension-pressure and interest-enjoyment. Perceived competence was significantly positively correlated with interest-enjoyment, while the correlation between perceived value and interest-enjoyment was insignificant. These three variables were found to have varying degrees of influence on interest-enjoyment in the regression analysis. The study concluded that ChatGPT had a certain impact on learning motivation, but university students' frequency of use and proficiency was relatively low, requiring further training. The significance of this study lies in providing a new pedagogical approach that enables students to keep up with contemporary trends. The findings of this study have substantial theoretical and practical implications, offering novel perspectives and avenues for research on university students' learning motivation and contributing to educational reforms by providing valuable insights and directions.
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