Abstract:

The integration of computational design tools in architectural design education has seen a substantial rise and has become a common practice in many Turkish architecture schools. Due to this integration, significant qualitative transformations have impacted students to adapt to these technologies. Students are expected to engage with computational design tools and utilize them in their design projects. This exposure from the early stages of their architectural design education has put challenges on design students and influenced their behavior towards computational design tools. This paper is a section of more extensive research examining the factors that affect architecture design students’ usage behavior towards computational design tools. The goal of this paper is to propose a conceptual framework that integrates one construct from the “Unified Theory of Acceptance and Use of Technology (UTAUT)” with “The General Self-Efficacy Scale (GSE)” to explore and measure design students’ self-efficacy in using computational design tools. The outcome of this paper is to emphasize the importance of understanding design students' self-efficacy in using computational design tools as consequently, it affects their usage behavior towards these tools and their behavioral intention to use the tools within the architectural design practice.

Keywords:

Self-efficacy, Computational design tools, The self-efficacy scale, Unified Theory of Acceptance and Use of Technology (UTAUT), Architecture design students.