2025/09/26 by Angus Eade
#computational simulation #gamification #materials and methods
paper · doi:10.7275/btes.3503
Charged with the responsibility of imparting essential knowledge of the materials, techniques, and processes involved in shaping the built environment, Materials and Methods of Construction courses have long been a standard component of National Architectural Accrediting Board [NAAB] core curricula guidelines. Punctuated by accelerating techno-cultural change, the recent timeframe has required a rapid sequence of course adaptations at the University of Kentucky, spurred initially by a nearly complete inaccessibility to physical learning spaces instigated by the COVID-19 pandemic and quarantine. Yet, as these immediate disruptions demanded pedagogical improvisation, a second transformation - less visible, systemic, and potentially more profound - was taking shape: the emergence of AI-enabled learning systems and alternate pathways to professional licensure. This study chronicles and analyzes two major adaptations to the courseís delivery between 2018 and 2025 and proposes a speculative third version - one that responds directly to this unfolding shift and positions architectural pedagogy in critical relation to the rise of AI-enabled learning platforms and professional credentialing reform.