Browsing by Author "Ozeren, Edibe Begum"

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ChatGPT as a Jury? Multi-Modal AI Versus Human Evaluation in an Architectural Design Competition
(Sage Publications Inc, 2025) Ozeren, Edibe Begum; Ozeren, Omer
This study examines the capacity of ChatGPT (GPT-4o), a large language model-based AI system, to evaluate architectural design competition projects. It investigates how jury input shapes the model's assessments and how effectively it integrates multimodal data (text + visuals). The analysis focuses on eight awarded projects (three prizes and five honorable mentions) from the 2025 Kad & imath;k & ouml;y Municipality New Service Building National Architectural Design Competition. ChatGPT assessed the projects under two scenarios: with access to jury reports (jury-influenced) and without any jury data (independent evaluation). In both cases, the projects were scored on a 0 to 5 scale across six thematic categories defined in the competition brief. The findings show that when jury reports were available, ChatGPT's evaluations aligned strongly with those of the human jury (r approximate to 0.87). Without jury input, project rankings and thematic emphases shifted, indicating the model's capacity to generate alternative interpretations based on textual and visual information. This study contributes to architectural evaluation research methodologically by introducing a dual-scenario framework, theoretically by revealing how AI mirrors or diverges from human judgment, and practically by demonstrating its potential as a decision-support tool. While AI can enrich evaluation processes, human expertise remains essential for nuanced, context-specific decision-making.
The Reflection of Architectural Design Studio Practices on Student Experiences: A Phenomenology-Based Focus Group Study
(Taylor & Francis Ltd, 2025) Ozeren, Edibe Begum; Dinc Kalayci, Pinar
This study examines the experiences of students in architectural design studios through a phenomenological approach. Focus group interviews were conducted with eight students from the Department of Architecture at a state university in T & uuml;rkiye using phenomenological research methods. Data were evaluated qualitatively through phenomenological analysis. The analysis identified five main themes: Embodied Design Thinking, Personal and Emotional Learning Journeys, Adaptive and Collaborative Design Practices, Spatial and Relational Studio Dynamics, Representational Mastery and Feedback Integration. The study reveals that architectural design studios employ a process-oriented educational approach and incorporate a variety of experiential learning methods. This study explores the boundaries of architectural design studios from a phenomenological perspective, revealing their fundamental dynamics, activities, and limitations. The impact of different studios and studio topics on learning experiences is examined. It is understood that each studio carries a unique meaning and offers students distinct individual experiences. The study's results offer a new perspective on understanding learning processes in architectural design studios. Therefore, it makes a significant contribution to the existing literature. This research serves as a comprehensive guide for actors in architectural design studios and emphasizes the relationship between personal experiences and theoretical approaches in architectural education.