CAD Scripting and Visual Programming Languages for Implementing Computational Design Concepts: A Comparison from a Pedagogical Point of View
2012
This paper compares the use of scripting languages and visual programming languages for teaching computational design concepts to novice and advanced architecture students. Both systems are described and discussed in terms of the representation methods they use. With novice students better results were obtained with the visual programming language. However, the generative strategies used were restricted to parametric variation and the use of randomness. Scripting, on the other hand, was used by advanced students to implement rule-based generative systems. It is possible to conclude that visual languages can be very useful for making architecture students understand general programming concepts, but scripting languages are fundamental for implementing generative design systems. The paper also discusses the importance of the ability to shift between different representation methods, from more concrete to more abstract, as part of the architectural education.
Keywords:
- Scripting language
- Human–computer interaction
- Second-generation programming language
- Comparison of multi-paradigm programming languages
- Read–eval–print loop
- Fifth-generation programming language
- Generative Design
- Visual programming language
- Computer science
- Theoretical computer science
- Third-generation programming language
- Programming language
- Generative systems
- Software engineering
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