Learning about shape semantics: a situated learning approach

Rabee Reffat, John S. Gero

Research output: Chapter in Book/Conference proceedingConference contributionpeer-review


Designers recognise or make sense of objects in the context "situations" of other things. Design cannot be predicted and you have to be “at a particular set of states” in order to decide what to do. The inability to determine a priori all design states implies that any design process cannot be pre-planned and design actions cannot be pre-defined. Situated learning is based on the notion that knowledge is contextually situated and is fundamentally influenced by the context in which it is used. We propose a situated learning approach in the domain of architectural shapes design. This paper elaborates the concept of situated learning and demonstrates what it produces in the domain of shape semantics.
Original languageEnglish
Title of host publicationProceedings of The Third Conference on Computer Aided Architectural Design Research in Asia
Place of PublicationKumamoto, Japan
Publication statusPublished - 1998


  • Architectural Shape Semantics
  • Situated Learning
  • Design Knowledge
  • Design Situations


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