The MiNDS framework: Visualising architectural history through visual constructivist learning

Abstract

Architectural History is a fundamental subject in architecture education, yet many students experience difficulties due to the extensive use of text-based notes and chronological memorisation. This study introduces The MiNDS Framework (Mindmapping Interactive Notes for Design Studies) as a visual constructivist learning framework designed to enhance the teaching and learning of Architectural History through hierarchical knowledge organisation, architectural illustration, relationship mapping, and narrative learning. The framework was initially developed through the e-book Modern Architecture: Lineages, Masters, and Tropical Reinterpretation and evaluated using a convergent mixed-methods pilot study involving 35 Diploma in Architecture students and four expert architecture educators from Malaysian higher education institutions. Descriptive findings indicated high levels of perceived understanding (M = 4.49), interest (M = 4.36), higher-order thinking skills (M = 4.31), technology acceptance (M = 4.05), and learning effort (M = 3.82). Expert reviewers also recognised the framework as an engaging and practical teaching approach while recommending minor refinements to its graphical presentation and instructional design. Overall, the findings provide encouraging preliminary evidence supporting The MiNDS Framework and establish an initial empirical foundation for its continued validation and refinement within architecture and TVET education.