Kıdık, Ayşegül

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Profile URL
https://hdl.handle.net/20.500.12573/2768
Name Variants
Ayşegül Kıdık
Kıdık, Ayşegül
Job Title
Öğr. Gör.
Email Address
aysegul.kidik@agu.edu.tr
Main Affiliation
05.01. Mimarlık
Status
Current Staff
Website
ORCID ID
0000-0002-1497-2455
Scopus Author ID
Turkish CoHE Profile ID
301159
Google Scholar ID
M74lz0AAAAJ&hl
WoS Researcher ID
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5324_Ayşegül Kıdık.jpeg (3.92 KB)

Sustainable Development Goals

13

CLIMATE ACTION
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17

PARTNERSHIPS FOR THE GOALS
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8

DECENT WORK AND ECONOMIC GROWTH
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9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
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12

RESPONSIBLE CONSUMPTION AND PRODUCTION
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16

PEACE, JUSTICE AND STRONG INSTITUTIONS
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11

SUSTAINABLE CITIES AND COMMUNITIES
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1

NO POVERTY
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6

CLEAN WATER AND SANITATION
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10

REDUCED INEQUALITIES
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14

LIFE BELOW WATER
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15

LIFE ON LAND
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5

GENDER EQUALITY
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4

QUALITY EDUCATION
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AFFORDABLE AND CLEAN ENERGY
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3

GOOD HEALTH AND WELL-BEING
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2

ZERO HUNGER
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Scholarly Output

2

Articles

1

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Supervised MSc Theses

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Supervised PhD Theses

1

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2

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1

JournalCount
Journal of Design for Resilience in Architecture and Planning1
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  • Thumbnail Image
    Doctoral Thesis
    GG (Genişletilmiş Gerçeklik)'in Mimari Tasarım Eğitimine Etkisi
    (Abdullah Gül Üniversitesi, Fen Bilimleri Enstitüsü, 2024) Kıdık, Ayşegül; Asiliskender, Burak
    The 'XR (Extended Reality) Impact on Architectural Design Education' dissertation comprehensively examines the integration and impact of Extended Reality (XR) technologies in architectural design experience. As the field of architectural design education struggles with the challenges presented by technological advancements, this research endeavors to explore the potential of XR technologies, which encompass Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), to redefine the design process and enhance the creative capacity of architecture students. In the rapidly evolving landscape of contemporary architecture, architectural design education is paramount in fostering future architects equipped to meet the dynamic demands of the profession. XR technologies have emerged as transformative tools that have the potential to revolutionize how architects engage with their projects, offering immersive and interactive environments for design exploration that have different realities. The methodology employed in this research is varied, combining comprehensive and systematic literature reviews with empirical case studies. This methodological synergy integrates theoretical insights from literature reviews with practical observations from real-world architectural projects, facilitating a comprehensive exploration of XR technologies within the context of architectural design studio education. The literature review encompasses a wide range of topics, including architectural design studio education, the fundamental principles of XR technology, and emerging trends in architectural education. These reviews provide the requisite theoretical framework for comprehending the implications of XR technologies on the design experience. Within the dissertation, systematic literature reviews are conducted on VR, AR, MR, and XR technologies, thereby shedding light on their integration into architectural design studio education. These reviews synthesize existing research findings, identify key trends, and address the challenges and opportunities associated with each technology. A case study approach offers a practical perspective, investigating real-world architectural projects and design studios embracing XR technologies. Through these case studies, the intricacies of XR integration are explored, the transformative effects on design experience are assessed, and exemplary practices in architectural design are showcased. Moreover, the dissertation discusses XR technologies in relation to conventional design education, thereby underscoring their potential to redefine architectural pedagogy. This research explores integrating XR technologies into architectural education to enhance students' creative capacities and redefine the design process. By incorporating XR technologies, architecture students gain the skills and knowledge necessary for sustainable development, fostering innovation, sustainability, and technological proficiency. XR technologies in education provide a quality learning experience that aligns with global sustainability goals, preparing students to contribute effectively to the achievement of Quality Education (Sustainable Development Goal 4). This research contributes to the ongoing discussion on the role of technology in shaping the future of architectural design education and practice. It sheds light on the transformative potential of XR technologies in architectural design education. Architects, educators, and students stand to gain valuable perspectives on harnessing XR technologies to enhance creativity and innovation in the architectural field.
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    Article
    An Insight Into Architectural Design Studio Education Space From a "Time" Perspective
    (2024) Asiliskender, Burak; Kıdık, Ayşegül
    This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.