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Journal articles on the topic 'Pedagogy of architecture'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Orr, David W. "Architecture as Pedagogy." Conservation Biology 7, no. 2 (1993): 226–28. http://dx.doi.org/10.1046/j.1523-1739.1993.07020226.x.

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Orr, David W. "Architecture as Pedagogy II." Conservation Biology 11, no. 3 (1997): 597–600. http://dx.doi.org/10.1046/j.1523-1739.1997.011003597.x.

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3

Keumala, Nila, Mohammed Amer Younus, Yong Kuan, Asrul Sani Bin Abdul Razak, Muhammad Azzam Ismail, and Karam M. Al-Obaidi. "Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective." Open House International 41, no. 4 (2016): 104–8. http://dx.doi.org/10.1108/ohi-04-2016-b0014.

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The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two ar

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D'souza, Newton. "Revisiting a Vitruvian preface: the value of multiple skills in contemporary architectural pedagogy." Architectural Research Quarterly 13, no. 2 (2009): 173–82. http://dx.doi.org/10.1017/s1359135509990261.

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Recent criticisms in architectural pedagogy suggest that schools of architecture tend to privilege a narrow section of designers with limited skill-sets, neglecting individual differences. In order to encourage architectural pedagogy to become more inclusive, this paper revisits the value of multiple skill-sets in architectural design – following an original suggestion by Vitruvius – exploring it through the framework of multiple intelligences developed by cognitive psychologist Howard Gardner.

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5

Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.

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Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benef

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Barreiros Proença, Sérgio, Francesca Dal Cin, Cristiana Valente Monteiro, and Beatriz Freitas Gordinho. "Revealing the Place: Sacred Architecture along the Portuguese Coastline." Sustainability 14, no. 23 (2022): 15486. http://dx.doi.org/10.3390/su142315486.

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Revealing the place addresses the referential role of sacred architecture elements that dot the Portuguese Atlantic coastline in contemporary architectural pedagogy and in the practice of architecture. The long Portuguese coastline, the case study of the research, is dotted with sacred architectural elements—sanctuaries, churches, chapels and crosses—oriented according to both compositional and canonical cosmological principles. The character of the space of articulation between the land and the sea is made evident by the tension between the sacred elements and the landscape. This paper addres

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Kusumo, Tatyana, and Apriani Kurnia Sarashayu. "Plasticity Imaginaries as Sustainable Design Pedagogy." Journal of Design Studio 5, no. 1 (2023): 85–97. http://dx.doi.org/10.46474/jds.1293245.

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The sustainable approach in design education is ubiquitous, yet too many barriers exist to its application in the real world. Plastic waste, for example, has been a potential architectural building element for years. Still, its application is uncommon because of the gap between waste processing and consumers' demand and knowledge as the main contributors to the waste volume. The paper aims to discuss the possibility of design class pedagogy with the reflection from the class " Architecture and Waste: Plastic by UMN." How the sustainable approach could affect students towards the actual act dai

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Ameri, Amir. "Architecture Pedagogy, Cultural Identity, and Globalization." International Journal of the Arts in Society: Annual Review 2, no. 6 (2008): 45–54. http://dx.doi.org/10.18848/1833-1866/cgp/v02i06/35438.

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9

Gillette, David. "Pedagogy, architecture, and the virtual classroom." Technical Communication Quarterly 8, no. 1 (1999): 21–36. http://dx.doi.org/10.1080/10572259909364646.

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Pozzi, Carlo. "Pedagogy in architecture: visiting construction sites." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1972–76. http://dx.doi.org/10.1016/j.sbspro.2010.03.266.

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Fabiani, Erwan. "Experiencing a Problem-Based Learning Approach for Teaching Reconfigurable Architecture Design." International Journal of Reconfigurable Computing 2009 (2009): 1–11. http://dx.doi.org/10.1155/2009/923415.

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This paper presents the “reconfigurable computing” teaching part of a computer science master course (first year) on parallel architectures. The practical work sessions of this course rely on active pedagogy using problem-based learning, focused on designing a reconfigurable architecture for the implementation of an application class of image processing algorithms. We show how the successive steps of this project permit the student to experiment with several fundamental concepts of reconfigurable computing at different levels. Specific experiments include exploitation of architectural parallel

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Samudro, Harida, Moh Arsyad Bahar, Aldrin Yusuf Firmansyah, Yulianto, and Muhammad Akbar Setia Darma. "Enhancing Architectural Learning: Integrating Building Technology with Innovative Pedagogy." Edukasi: Jurnal Pendidikan dan Pengajaran 12, no. 01 (2025): 18–37. https://doi.org/10.19109/1qy4kx12.

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Architectural education is essential in shaping the future of the profession, and as technology evolves, integrating building technology into design studios becomes crucial. This study evaluates the integration of building technology within architectural design studio learning, with a focus on pedagogical effectiveness, curriculum alignment, and student engagement. Conducted within the Department of Architecture at Maulana Malik Ibrahim State Islamic University in Malang, the research involved 100 third-year undergraduate architecture students in a studio-based educational setting. Using a mix

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13

SEHGAL, VANDANA. "Formative Studios in Architecture Design: Pedagogy Based on the Syntax." Creative Space 3, no. 1 (2015): 83–101. http://dx.doi.org/10.15415/cs.2015.31007.

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Jadrešin-Milić, Renata, and Catherine Mitchell. "The death of aesthetics in architectural education? Possibilities for contemporary pedagogy." SAJ - Serbian Architectural Journal 11, no. 3 (2019): 553–70. http://dx.doi.org/10.5937/saj1903553j.

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The importance of aesthetics within architecture has a long history. Although evidence suggests that the term was not brought into architectural writing until 17351 , the place of aesthetics can be identified across architectural theory and philosophy since the time of Vitruvius. Developing an aesthetic sensibility was seen as crucial for an architect and the study of architecture was understood through the three Vitruvian lenses (utlitas, firmitas, venustas) one of which, venustas, is directly associated with aesthetics. This paper responds to the current and ongoing discussions between archi

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Bărbuică, Letiţia. "Towards a New Aural Pedagogy for Architecture." Procedia - Social and Behavioral Sciences 92 (October 2013): 92–97. http://dx.doi.org/10.1016/j.sbspro.2013.08.642.

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Agarwal, Dr Mohit Kumar. "Paradigm Shift in Architectural Pedagogy incorporating Artificial Intelligence." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 1315–29. http://dx.doi.org/10.22214/ijraset.2024.60055.

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Abstract: The paradigm shift in architectural pedagogy encompasses various facets, each contributing to a holistic transformation of the educational landscape. From computational design methodologies to generative algorithms, AI empowers students to explore a vast array of design possibilities, pushing the boundaries of creativity and problem-solving. The goal of this study is to understand the paradigm shifts in the constantly changing fields of architectural education with the incorporation of Artificial Intelligence (AI). This change transforms architectural teaching fundamentally in additi

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Wahid, Julaihi, A. Abdullah, Nashwan Al Ansi, Ema Yunita Titisari, and Afaq C. Hyder. "A Discourse on Brutalism Architecture: The Forgotten Architecture Style in Architecture Revolution." Review of Urbanism and Architectural Studies 21, no. 2 (2023): 120–29. http://dx.doi.org/10.21776/ub.ruas.2023.021.02.13.

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This paper explores the Brutalism architectural style. This style became popular in the 1950-1970s with the start of experimentation with building materials in line with the social movements of that time. This research uses an exploratory approach based on a longitudinal study of similar studies. The discussion focused on the architects' revolutionary thinking towards unique designs through form manipulation and material exploration. The results of his work show the determination of form seekers, material experimentation, and the enthusiasm of young architects for monumental architecture. Mass

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Khalili, Hamid, and AnnMarie Brennan. "In praise of orthographic projections: Cinematic plans, history and application." Journal of Design, Business & Society 9, no. 1 (2022): 9–39. http://dx.doi.org/10.1386/dbs_00044_1.

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This article offers insights for architectural and design educators that teach emerging cinematic and filmmaking practices. Due to its interdisciplinary nature and its practice-based methodology, this article presents the research, pedagogy and practice for educators in the field of architecture and spatial design as well as other creative disciplines such as film, animation and digital media. The argument is substantiated by empirical observations and qualitative analysis of student filmmaking projects and first-hand experiments in a design studio environment. Direct observations made from ex

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19

Yaseen, Aneela, Muhammad Waqas, and Arshia Mukhtar. "Precedent Study: An Approach to Learning about Design Challenges in Architectural Studio Pedagogy." Global Educational Studies Review VII, no. I (2022): 395–403. http://dx.doi.org/10.31703/gesr.2022(vii-i).38.

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The Application of precedents in the Instruction of Architecture Studio is an essential but frequently miscalculated component of the architecture curriculum. The Architectural Design process is an ever-evolving phenomenon. Concrete examples help to establish this evolution that includes the detailed study of Precedents. It is found that there is a connection between architectural design studio pedagogy and precedent study by thoroughly analyzing previously published literature. Since the precedents serve as the basis for further research, appropriate solutions are sought to increase relevance

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20

Singh, Raja. "Pedagogy for Teaching Fire Safety through Design-Based Immersion of the National Building Code 2016 with Feedback from Students of Undergraduate Architecture." Scientific World Journal 2023 (March 20, 2023): 1–10. http://dx.doi.org/10.1155/2023/4007123.

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This study is based on the feedback from 3rd-year architectural undergraduate students at a leading architectural education college in India. An undergraduate degree in architecture in India leads to a professional license to practice as an architect in India. Fire safety is also a component of the architectural curriculum, but there are concerns worldwide that architecture colleges may somehow not give the impetus fire safety education may require. A studio-based, immersive pedagogy was created to make fire safety more relevant and easy to grasp for architecture students. This method used int

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21

Chamel, Olivier. "Design/build: A Relevant Pedagogy for Architecture Education." VITRUVIO - International Journal of Architectural Technology and Sustainability 1, no. 2 (2016): 53. http://dx.doi.org/10.4995/vitruvio-ijats.2016.6773.

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<p class="Abstracttext-VITRUVIOCxSpFirst">The predominance of drawing as a mean to create and represent architecture, whether in an educational setting or in professional practice, has had a profound influence on the design process. Drawings are so much a part of that process that they can often be mistaken for architecture itself. But drawings are not architecture, rather they are tools to create and control.</p><p class="Abstracttext-VITRUVIOCxSpMiddle">Historically, drawings greatly contributed to the establishment of the profession of architect inaugurated by the Italian

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22

Afroz, Rumana. "Developing a low-carbon architecture pedagogy in Bangladesh." Buildings and Cities 1, no. 1 (2020): 637. http://dx.doi.org/10.5334/bc.54.

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23

McKay, Sherry. "Towards a new pedagogy and practice of architecture." Building Research & Information 29, no. 3 (2001): 256–58. http://dx.doi.org/10.1080/09613210010016866.

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24

Kaiser, Keelan P., and David M. Ogoli. "Expression and Evidence, Advances in Architecture Studio Pedagogy." Procedia Engineering 145 (2016): 196–202. http://dx.doi.org/10.1016/j.proeng.2016.04.060.

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25

El-Latif, Manar A., Khalid S. Al-Hagla, and Asmaa Hasan. "Overview on the criticism process in architecture pedagogy." Alexandria Engineering Journal 59, no. 2 (2020): 753–62. http://dx.doi.org/10.1016/j.aej.2020.01.019.

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26

Jiang, Jonathan Qian, and Renata Jadresin Milic. "Discussing Methods and Methodologies: Chinese Architectural History – Concepts and Organising Principles." Asylum, no. 1 (December 29, 2024): 269–76. https://doi.org/10.34074/aslm.2024108.

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This paper aims to analyse the methods used in the existing literature on architectural history that introduce the characteristics of Chinese architecture. The investigation sought to address the research question: How might the characteristics of Chinese architecture be methodically classified and systematically organised to encourage creativity and innovation for architecture students?Following a preliminary discussion, three seminal architectural history books formed the core foundation of this study. One significant finding from the review is that no single method of categorisation can com

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27

Talwai, Preeti. "Toward a New Architectural Pedagogy: Marketing and Teaching Architecture in the Experience Economy." International Journal of Design Education 9, no. 3 (2015): 17–26. http://dx.doi.org/10.18848/2325-128x/cgp/v09i03/57912.

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28

Fardous, Isra'a. "A Transdisciplinary Approach to Sustainable Architecture: Integrating Kinetic Shading Systems in Architectural Pedagogy." International Journal of Design Education 18, no. 2 (2024): 1–30. http://dx.doi.org/10.18848/2325-128x/cgp/v18i02/1-30.

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29

Ismail, Alice Sabrina, Azalilah Ramdani Musa, and Shahariah Norain Shaharuddin. "COLLABORATIVE DESIGN PEDAGOGY (CDP) FOR CULTIVATING STUDENT-CENTERED LEARNING (SCL) IN A HYBRID ARCHITECTURE DESIGN STUDIO DURING THE ENDEMIC PHASE." Malaysian Journal of Sustainable Environment 10, no. 1 (2023): 243–74. http://dx.doi.org/10.24191/myse.v10i1.21261.

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Architecture education is unique because the architectural education system is project-based learning, where the primary teaching and learning process occurs within the studio. However, during the endemic phase, architecture studios are conducted in a hybrid manner in which the learning process for architecture design faces many challenges.This includes exposing and testing students' ability to combine knowledge from disciplines such as philosophy, art, sociocultural, management, science and technology whilst nurturing student-centred learning within a hybrid environment. This paper elucidates

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Sharma, Rishabh Kumar. "Augmented Reality (AR) for Architectural Design." International Journal for Research in Applied Science and Engineering Technology 13, no. 4 (2025): 3804–12. https://doi.org/10.22214/ijraset.2025.69126.

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Abstract: In this review paper, the use of Augmented Reality (AR) in teaching architectural design is discussed, using insights from research "Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience" by Kerr and Lawson (2019). The paper discusses the creation of the AR prototype Master of Time, its educational advantages, design philosophies, and collaborative approaches. The implications of the findings are the potential of AR to change pedagogy in architecture through improvement in immersive, location-based learning experiences. Important themes are learning b

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Xiang, Ning, and Jonas Braasch. "Graduate education and research in architectural acoustics at Rensselaer Polytechnic Institute." Journal of the Acoustical Society of America 152, no. 4 (2022): A123. http://dx.doi.org/10.1121/10.0015754.

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The Graduate Program in Architectural Acoustics has been constantly advanced from its inception in 1998 with an ambitious mission of educating future experts and leaders in architectural acoustics, due to the rapid pace of change in the fields of architectural-, physical-, and psycho-acoustics, and noise-control engineering. Since years the program’s pedagogy using “STEM” (science, technology, engineering, and mathematics) methods has been proven to be effective and productive, including intensive, integrative hands-on experimental components that integrate architectural acoustics theory and p

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Thakur, Anubhuti. "Architecture and its Occupants: Perceptions of Students and Faculty at Two Programs." NURTURE 3, no. 1 (2009): 20–33. http://dx.doi.org/10.55951/nurture.v3i1.40.

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This study aimed to identify the perceptions of students and faculty at two architecture programs in the Southeastern United States about the effects of architecture design decisions on occupants. The data revealed that students and professors acknowledged various human issues in the design projects which were divided in five categories: (1) Interaction with building, (2) Image of the building, (3) Effects on occupant behavior, (4) Feeling within the space, and (5) Other related concerns. These categories are discussed and comparisons drawn to identify the nature of architecture pedagogy with

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Ruane, Bratusa. "Soft(er)ware of architecture experiences of teaching interior architecture and design in the time of pandemic." SAJ - Serbian Architectural Journal 13, no. 3 (2021): 55–70. http://dx.doi.org/10.5937/saj2101055r.

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Of the many lessons that the pandemic has taught us and brought into our personal and professional lives, the recognition of human agility and flexibility is possibly the least recognised, but most valuable. Architecture courses, which traditionally apply practice-based pedagogy and foster studio-based learning, were the most reluctant to embrace the growing cohort of online and blended (or hybrid) model programmes. However, pandemic-induced circumstances found us, less than a week into lockdown, embracing the virtual world and carving our own spaces in its digital alcoves. After two and a hal

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34

Crysler, C. Greig. "Critical Pedagogy and Architectural Education." Journal of Architectural Education (1984-) 48, no. 4 (1995): 208. http://dx.doi.org/10.2307/1425383.

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35

Fierro, Annette. "Transparent Pedagogy." Journal of Architectural Education 56, no. 4 (2003): 37–39. http://dx.doi.org/10.1162/104648803321672960.

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36

Dream, Daniel, and Ifigeneia Liangi. "Metafictive Publishing and Pedagogy: A Hand in the Practical and a Foot in the Magical." Visual Arts Research 51, no. 1 (2025): 52–64. https://doi.org/10.5406/21518009.51.1.07.

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Abstract This article explores the design and teaching practice of Night Kitchen, a London and Athens-based architectural research studio, and how their idiosyncratic engagement with picturebooks challenges the parameters of architectural representation and education, and design and storytelling. They argue that the picturebook format, often undervalued as an art form, offers unique possibilities for exploring the complexities of architecture and its relationship to history, narrative, and identity. The article examines Night Kitchen's use of fictional publishing strategies within their archit

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37

Szpytma, Cezary. "Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku." Problemy Wczesnej Edukacji 31, no. 4 (2015): 23–41. http://dx.doi.org/10.5604/01.3001.0008.5645.

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The aim of the article is to present the contribution of Open-Air schools in the context of the evolution of the school environment and development of modern pedagogy. The article takes into account the historical context of evolution and the historical development of pedagogical ideas. The article focuses on the connection between pedagogy and architecture – regarding school, both disciplines are inextricably linked. Pedagogy is the theoretical foundation of teaching practice, implemented in an architectural space. The quality of this space is of great importance for learning outcomes. Consci

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38

MAHAJAN, RAJINI ITHAM, and SUNBUL SHAFAQUE. "Lateral Integration of Architectural Theory in Design Studio Pedagogy during the Early Years of Architecture Education – A Trans-disciplinary Approach." Creative Space 3, no. 1 (2015): 69–82. http://dx.doi.org/10.15415/cs.2015.31006.

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Bar-Sinai, Karen Lee, Tom Shaked, and Aaron Sprecher. "A pedagogical protocol for iterative robotic fabrication on remote grounds." Archnet-IJAR: International Journal of Architectural Research 14, no. 3 (2020): 453–68. http://dx.doi.org/10.1108/arch-09-2019-0214.

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PurposeThe purpose of the paper is to advance remote robotic fabrication through an iterative and pedagogical protocol for shaping architectural grounds. Advancements in autonomous robotic tools enable to reach increasingly larger scales of architectural and landscape construction and operate in remote and inaccessible sites. In parallel, the relation of architecture to its environment is significantly reconsidered, as the building industry's contribution to the environmental stress increases. In response, new practices emerge, addressing the reshaping and modulation of environments using digi

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Gür, Berin F., and Onur Yüncü. "An Integrated Pedagogy for 1/1 Learning." METU Journal of Faculty of Architecture 27, no. 2 (2010): 83–94. http://dx.doi.org/10.4305/metu.jfa.2010.2.5.

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Luka, Ineta. "Design Thinking in Pedagogy." Journal of Education Culture and Society 5, no. 2 (2020): 63–74. http://dx.doi.org/10.15503/jecs20142.63.74.

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The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This pape

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Châtelet, Anne Marie. "DIALOGUE FRANCE–ALLEMAGNE SUR L’ARCHITECTURE ET LA PEDAGOGIE." Proyecto, Progreso, Arquitectura, no. 17 (2017): 16–27. http://dx.doi.org/10.12795/ppa2017i17.01.

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Devadas, Sunalini Esther, and Sheeba Chander. "Pedagogy for Design Ideation in Architecture through Authoritative Elements." Civil Engineering and Architecture 10, no. 3 (2022): 753–61. http://dx.doi.org/10.13189/cea.2022.100301.

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Onishi, Y. "Improving Pedagogy of Architecture with the Power of BIM." Concrete Journal 50, no. 9 (2012): 793–99. http://dx.doi.org/10.3151/coj.50.793.

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Pyla, Panayiota. "Historicizing Pedagogy: A Critique of Kostof'sA History of Architecture." Journal of Architectural Education 52, no. 4 (1999): 216–25. http://dx.doi.org/10.1111/j.1531-314x.1999.tb00274.x.

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46

Neumeier, Emily. "On Pedagogy: Islamic Art and Architecture in the Classroom." International Journal of Islamic Architecture 12, no. 1 (2023): 15–30. http://dx.doi.org/10.1386/ijia_00100_7.

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IJIA’s Dialogues series brings together scholars and practitioners from across varied disciplines for discussions of critical contemporary issues that interrogate the boundaries between architecture, art, anthropology, archaeology, and history. Its second instalment, held as a webinar in January 2022, was hosted by Associate Editor Emily Neumeier and featured Christiane Gruber, Stephennie Mulder, and Fernando Luis Martínez Nespral. Their conversation addressed a number of pressing issues related to the teaching of Islamic art in a wide range of classroom settings. The speakers touched upon the

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Suartika, Gusti Ayu Made, Ni Made Swanendri, Kadek Edi Saputra, and I. Ketut Mudra. "Studio of Architecture and Its Relevance in Design Pedagogy." RUANG-SPACE, Jurnal Lingkungan Binaan (Space : Journal of the Built Environment) 10, no. 1 (2023): 105. http://dx.doi.org/10.24843/jrs.2023.v10.i01.p08.

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48

Hafeez, Sana, and Muhammad Taimur. "CULTIVATING CREATIVITY IN ARCHITECTURE EDUCATION: STUDENT PERCEPTIONS AND PEDAGOGICAL APPROACHES IN DESIGN STUDIOS OF LAHORE." Journal of Research in Architecture & Planning 35, no. 1 (2025): 16–34. https://doi.org/10.53700/jrap3512025_2.

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This research investigation examines the pivotal importance of creativity defined in this study as ability to produce original but practical and relevant solutions, whether innovative or not (Weisberg, 2006; Amabile & Khaire, 2008) in architectural pedagogy, with a particular emphasis on student perceptions in the design studio environment. Architectural education must balance the creative process with regard to technology and theory, with the design studio remaining the central place for these fields to converge, enabling students to develop distinguishing and efficient design solutions.

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Jin, Ruoyu, Tong Yang, Poorang Piroozfar, et al. "Project-based pedagogy in interdisciplinary building design adopting BIM." Engineering, Construction and Architectural Management 25, no. 10 (2018): 1376–97. http://dx.doi.org/10.1108/ecam-07-2017-0119.

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Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and

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Hamer, John, Quintin Cutts, Jana Jackova, et al. "Contributing student pedagogy." ACM SIGCSE Bulletin 40, no. 4 (2008): 194–212. http://dx.doi.org/10.1145/1473195.1473242.

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