buildings
Article
Research-Integrated Pedagogy with Climate-Responsive
Strategies: Vernacular Building Renovation Design
Hankun Lin 1 , Shi Yin 2 , Chao Xie 1 and Yaoguang Lin 1, *
Citation: Lin, H.; Yin, S.; Xie, C.; Lin,
Y. Research-Integrated Pedagogy
with Climate-Responsive Strategies:
Vernacular Building Renovation
Design. Buildings 2022, 12, 1294.
https://doi.org/10.3390/
buildings12091294
Academic Editors: Nikos A. Salingaros,
Michael W. Mehaffy, Alexandros A.
Lavdas and Ann Sussman
Received: 14 July 2022
Accepted: 17 August 2022
Published: 23 August 2022
Publisher’s Note: MDPI stays neutral
with regard to jurisdictional claims in
published maps and institutional affil-
iations.
Copyright: © 2022 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
Buildings 2022, 12, 1294. https://doi.org/10.3390/buildings12091294
1 School of Architecture and Urban Planning, Guangdong University of Technology, Guangzhou 510000, China
2 School of Architecture, State Key Laboratory of Subtropical Building Science, South China University of
Technology, Guangzhou 510000, China
* Correspondence: linyg2005@126.com
Abstract: Following the rapid development and urbanization in China over recent decades, sustain-
able renovation of urban residences has become an important issue. This study aimed to develop an
architectural teaching program integrating the study of local climate, vernacular buildings, climate-
responsive design strategies, and simulation tools. A local house in a high-density neighborhood in
Guangzhou, China, in a hot-humid climate area was selected for renovation in this teaching program.
Investigations of the urban neighborhood development, the construction and climate-responsive char-
acteristics of the vernacular houses, long-term thermal environment characteristics, and sustainable
design strategies were conducted before the design project began. The guidelines of Active House
combining passive strategies and active technologies were incorporated into the concept design.
The students’ works represented their understanding of the characteristics of a hot-humid climate,
responsive strategies for the local buildings, preliminary methodologies of micro-climate analysis,
and technologies supporting sustainable building design. Thus, this program provided a valuable
approach to the appropriate pedagogy for a research-integrated design studio within the context of
sustainable architectural education development.
Keywords: architectural design education; climate-responsive; research-integrated design; vernacular
house; neighborhood; hot-humid climate
1. Introduction
1.1. Urban and Building Renovation in China
Urbanization is a significant trend in China and the speed of urbanization has ac-
celerated in recent years [1]. Because of fast development, renovations of existing urban
buildings have become necessary for meeting the rising quality-of-life needs [2]. Buildings
from different periods need renovations of their urban facilities, building structure, public
space, and other problems [2]. Compared to commercial development, urban residential
neighborhoods still rely on renovations by local inhabitants. The dense environment, poor
facilities, and high cost of renovations limit the living space improvement. However, follow-
ing public policies or funding support for urban renovations, more and more owners have
attempted to renovate their buildings. Against this background, sustainable renovation
design has become an important issue in the process of urban development [3,4].
Urban residential renovation is a complicated issue concerning the neighborhood, the
building history, the structure assessment, construction, and materials preservation, etc.
However, in the architectural design studios in many universities in China, design tasks
are still mainly concerned with new building design for different public functions. Training
in renovation design is lacking in most design courses in undergraduate architectural
education. One problem with architectural design education is the gap between knowledge
acquisition and knowledge application in design studios [5]. Thus, this study sought to
develop a research-integrated design program in response to the building renovation issue.
https://www.mdpi.com/journal/buildings
Buildings 2022, 12, 1294 2 of 39

With the carbon peaking (2030) and carbon neutrality (2060) goals in China, sustainable
building became an important target in the building industry [6]. Living standards in
China have improved dramatically since the 1970s, and the lifestyle transformations have
resulted in a steep increase in household energy consumption and emissions [1]. In
most spontaneous renovations in rural or urban areas in China, the buildings lacked green
building design, which increased the cost of energy as well as future maintenance. However,
the vernacular houses in different climate zones provide various passive strategies and
sustainable construction and material utilization methods, which remain valuable when
developing the foundations of existing building renovations. Thus, our urban building
renovation design program emphasized the value of climate-responsiveness and provided
design guidance for future spontaneous or architectural design renovations.

1.2. Parallel Research and Teaching Program on Architectural Design

Education of architecture, urban planning, and landscape in China is a five year course.
Teaching programs in architectural design are mainly set up in different design studios with
different themes from simple functions to complex public projects (Table 1). The design
studios in the first to the second year are normally defined as “design foundation” with
training and understanding of the basic concepts of space, form, environment, and behavior.
Studios in the third to the fourth year are organized with different typological buildings
design. The studios are arranged gradually, from simple to complex function, structure, and
technologies. The schedule of the fifth year is organized as: the first semester for practicing
in architectural design companies or institutions; the second semester for the final design
(graduate design project). Project themes are optional for tutors and students [7,8].
In recent years, many teaching programs have also changed the function and complex-
ity of different training levels featuring design works with cutting-edge themes such as
sustainable design [9], resilience [10], parametric design [11], nature-based solution [12],
etc. Pedagogy reform was also emphasized in some universities in China. Teaching pro-
grams are developing to integrate different experimental themes including sustainable
design [8], active community [13], sustainable heritage preservation [14], construction and
technology [15], VR and AR [16], etc. The design studios are normally arranged to last
for two or three months (half or one semester). The research themes are introduced with
lectures and workshops for only two or three weeks. Thus, some research topics are still
difficult to develop deeply in current studios.
Parallel programs have been encouraged by universities to connect the teaching of
design with actual projects and social problems [17]. Organization of the parallel programs
can be arranged as summer/winter school, creative projects, or workshops [18]. “Creation
project”, “professional project”, and “Internet +” projects are also supported by universities
to connect education and practice. These projects are normally undertaken by the students
with the support of tutors [19,20]. The training programs are encouraged to introduce real
projects for groups of students to participate in [19].
The research and teaching program described here was run in parallel to the regular
teaching program, and named as a “student creation project”, supported by the university,
and undertaken by undergraduate students in their third year. The project team included
eight students and spanned one year.
Unlike the design studio in a regular teaching program, this project was arranged
mainly by the students. The study goal, schedule, and job assignment were discussed
and executed by the students with the tutors. To provide a broader perspective on the
project and keep a tight connection with the main courses, a research-integrated design
program with the theme of climate-responsive design for a local building was advised
for the students. In this special program, research and design were closely connected.
The research-integrated design path was chosen because of the relatively long term of
the program.
Buildings 2022, 12, 1294 3 of 39

Table 1. Main design studios in the architectural schools in China (summarized from the
literature [7,8,13–16]).

Year Basic Training Capacity Design Studio Themes Pedagogy Methodologies

• 2D composition, 3D composition freehand sketch, handicraft modeling,

1st year Space and form • a space for body/yourself architectural drawing, etc.
• a rest space in a campus/neighborhood, etc.
• coffee shop in a
campus/neighborhood/urban park environment and behavior observation,
2nd year Environment and behavior • house/atelier design for photography, mapping, CAD, etc.
architects/photographers
• kindergarten, etc.
• primary school/middle school social investigation, building codes, case
3rd year Social and humanity • residential community study, structure, material and construction,
• cultural building (exhibition hall) 3D model, etc.
• shopping center, etc.
• high-rise building
• gymnasium/theater specific building structure, building
4th year Urban and technology • urban design/village renovation technology, construction drawing, etc.
• heritage building preservation, etc.

Optional special themes for the tutors and students

5th year Practice (urban design, typological building, heritage real project participation
building, etc.)

1.3. Research-Integrated Design Program

“Design thinking” is a core teaching of architectural design projects that encourages
students to respond to real problems in practice and guides them in developing an in-
novative framework for problem solving [21]. Dorst defined different levels in a design
practice organization as: (1) the design practices that address problems within an existing
frame; (2) the design practices that involve framing; (3) the adoption of a new frame that
was brought or developed by an outsider; (4) the creation of a new frame through the
investigation of themes, in a deeper transformation of the organizations’ own practices [21].
The final level is more complex because at the start of the problem-solving process we
only know the end value (as the Result) that we want to achieve, without yet having a
clear principle (as the How) and an object to deal with (as the What). This ‘open’ form of
reasoning is more closely associated with conceptual design [21].
The key question of this program was similar to Dorst’s definition in that the back-
ground and the end value of the task were described as an improvement of a residential
building in a built environment under the process of urban renovation in Guangzhou,
China. However, the relevant research methodology and design principles were not clear
at the beginning. The students were encouraged to conduct literature and field surveys and
define the design task much more precisely in this process. Thus, the project was structured
as a research-integrated design program.
Appropriate pedagogy for a “research-integrated design” [17] or “Research-by-design” [22]
studio along with a multimethod approach has been developed in some teaching projects.
The integration study aimed to train students in the knowledge, approaches, and skills
to meet the challenges of complex and interdisciplinary problems crossing demographic,
social, economic, environmental, and technological changes in urban, architectural, and
landscape design [17]. In this study, the research field was not limited at the beginning.
The themes were focused on the neighborhood space and sustainable design within the
field survey and problem identification, as well as responding to the guidance of national
policies and professional education in the main courses. An interdisciplinary approach was
encouraged in the program to achieve holistic designs [23]. The research methodologies
were recommended based on the students’ interests within the site investigation.
Grover et al. reported a qualitative investigation of architecture programs in the UK,
showing that the studios presented opportunities to develop including: mainstreaming,
sustainability within assignments; embracing critical pedagogies; grounding learning in
Buildings 2022, 12, 1294 4 of 39

existing experiences, and focusing on the process of design [24]. Under this background,
different architectural education studios and programs were collected in recent studies
(Table 2). The topics of environmentally responsive design [25], typology [26], research-
integrated design [17,22], performance-oriented design [17,27] sustainable performance [7],
socially responsive design [28], and climate-responsive design [27] were concentrated in
different programs. Research had been a much more important driving factor in these
programs. Research could be conducted before the program to gather the information/data
of a design project, or promoted within the design studio and serving as an evaluation tool
or a guideline.
Buildings 2022, 12, 1294 5 of 39

Table 2. Design studios and programs with different intentions, structures, and methodologies.

Program Object Intention or Role Program Structure Main Methodologies Student Level Duration Reference
& University
• Phase A: Pre-survey data on
(i) historical, social, and economic
developments of the districts;
• Environmentally (ii) morpho-typological features;
responsible design • Phase A: Historical research and (iii) material and geometrical
• Innovative and survey on the neighborhood characters; (iv) national and local rules
• Architecture and constraints.
up-to-date • Phase B: On-site visit • undergraduate level
• Historic social • Phase B: Training activity, on-site tour, 1 semester [25]
methodological • Phase C: Hands-on training • Politecnico di Milano
housing renovation and workshop.
didactic approach. • Phase D: Architectural design project
• Phase C: Related courses introduction
• Solutions for • Phase E: On-site exposition
(building physics and technologies).
the refurbishment
• Phase D: Building design (conceptual
design, project engineering, and
mock-up creation)/Building
codes introduction.
• Workshop 1: define the photographic
theme in a “mood board”; (ii) define
metaphorical types and organize these
• Workshop 1—Frame definition: into typological categories;
metaphorical typologies (iii) associate the metaphorical
• Workshop 2—Concept design: definitions with the defined types and
find precedents. • undergraduate level
• Architecture • Historical theories systemic typologies
• Workshop 2: Selection of unfiltered (8 students of 1st year) 5 weeks [26]
• Brick house of “Typology” • Workshop 3—Detail design:
precedents and produce a spatial • University of Bath
elemental typologies
• Workshop 4—Detail design: diagram of each.
elemental typologies • Workshop 3: Introduction and
identification of the building opening
types and facade composition types.
• Workshop 4: Establish opening and
compositional types.
• First phase: SDG analysis; Status quo
• Research-integrated
analyses; State of the art; Remote
design studio environment strategies.
• Architecture, • master level (5 groups
• Multimethod approach • First phase: Examine the site with • Second phase: (i) identify and map
Landscape & with 2–3 students
• Performance- reference to the SDG. different types of principal land use; per group)
Urban Design • Second phase: Focused on local 1 semester [17]
oriented design. (ii) select zones between two different •
• An Italian Technical
• Sustainable conditions of the study site. land uses or with overlapping land use University Munich
Mediterranean island
Development for their design interventions;
Goals, SDG (iii) site visit and interviews;
(iv) concept design.
Buildings 2022, 12, 1294
Program Object
• Architecture
• High-rise
building design
• Urban and Architecture
• Informal
settlement design
• Architecture
• Architecture
• An apartment
6 of 39
Table 2. Cont.
Intention or Role Program Structure Main Methodologies Student Level Duration Reference
& University
• First phase (3 weeks): Individual work • EASED tools developed by teachers.
• New sustainable
concerned a site analysis and a master • Combined the EASED tools with the
performance
plan design proposal. design process for sustainable • master level
simulation tool
• Easy Approach for • Second phase (5 weeks): Teamwork on design assistance. (4th year students) 13 weeks [7]
Sustainable and the enrichment of the proposals • Input design data of “design choices”. • Griffith University
Environmental focusing on the detail development of • Evaluation of the works with
Design (EASED) engineering issues (structure, acoustic, EASED tools.
light, and HVAC).
• Research- • Observation on social phenomena.
based approach • Aerial and street photograph.
• First phase: Work in groups to engage • Synthesis of existing
• Socially • undergraduate level
with specific community networks and urban frameworks.
responsive design. participative mapping exercises. (last decade
• Historic and existing urban before graduate) 1 semester [28]
• The paradigm with • Second phase: Research of heritage
the Social form mapping. • University of Pretoria
and cultural landscapes. • Social network mapping.
Construction of
Reality (SCR) • Document the narrative of place
• Representation.
• Concept derivation methods:
Theme/Analogy/Metaphor/
Experience/Symbolism/Context/
Scheme/Scenario
• Concept translation methods:
• Interpretative phase: Concept Geometry/Layout/Contextual
• Integration
generation/Concept evaluation and fit/Style/Surface • undergraduate level
selection/Concept translation • Prince 1 semester [29]
concept design treatment/Systems/Peripherals/Logo
and development Sultan University
and graphic design
• Case study phase • Concept development methods:
Aesthetic aspects/Functional
factors/Contextual
considerations/Human factors/Social
aspects/Technical systems/Cultural
consideration/Materialization
• Active House assessments.
• Climate characterization study.
• Research and Design phrase • Energy evaluation and design.
• Active House • undergraduate level
• Construction phase • Environmental analysis with life 1 year [30]
(AH) methodology • Politecnico di Milan
• Post-evaluation phase cycle assessment.
• Comfort analysis of thermal comfort,
daylighting, PM10, CO2 and VOC.
Buildings 2022, 12, 1294 7 of 39

Table 2. Cont.

Program Object Intention or Role Program Structure Main Methodologies Student Level Duration Reference
& University
• Retreat from land that is at risk
• First phase: One region of flooding.
• Research-by- (province) investigation. • Build flood-proof structures
design approaches • Second phase: Spatial strategies design and levees.
• undergraduate level
• Landscape (five locations in a town). • Restore natural habitats.
• Integration of research
• (45 students)
& Architecture • Third phase: Adopt one out of five Build the water with
• Ton Duc 1 semester [22]
• Large parks and design
flood mitigation strategies. floating structures.
• Intercultural parallel
•
Thang University
• Fourth phase: Parallel studio with a Selected a location and a flood
design studio
common one-week workshop with mitigation strategy for building design.
2 universities. • Workshop: lectures, fieldtrips, surveys,
and design.
Part A
• Literatures study.
• Qualitative urban climate analysis (the
climate booklet for urban development
• Landscape for stuttgart). • MSc program
• Analyzed urban heat complexes with • Wageningen 3 months
& Architecture University
the “Climatope form” method.
• Climate-responsive design proposals.
• Results tested with specialists from
urban meteorology.
• First step: Accumulated and Part B
summarized climate knowledge at the
• Gather basic information on
appropriate scales.
• Climate- the climate.
• Second step: Analyze a study site and • Gather appropriate climate-responsive
responsive design
• Practice- identify climate-related problems. precedents. (1 week) [27]
oriented learning
• Third step: Use this knowledge as a • Thermal indices were acquired and
basis for generating design solutions analysis with conditional climatology
and testing them for their (e.g., wind roses). • undergraduate level
climate-appropriateness. • Identify the climatic region using the (2nd year) &
Koppen climate system. • MSc program 1 semester
• Conduct a site assessment (1st year)
on microclimate. • University of Guelph
• Used SketchUp to build the
campus buildings.
• Solar simulation feature and
developing shadow patterns for
critical times.
• Launch COMFA to simulate and assess
the thermal comfort.
Buildings 2022, 12, 1294 8 of 39

Table 2. Cont.

Program Object Intention or Role Program Structure Main Methodologies Student Level Duration Reference
& University
• Site visit, community interviews,
Site analysis.
• Rich environment: professors,
reviewers, and students from
• Project 1: Masterplan distinctive nationalities
• Water Sensitive • Project 2: Housing (3rd year)/Project and backgrounds. • undergraduate level
Design (WSD) brief (4th year) • Develop projects for tectonics, (3rd–4th year)
• Urban & Architecture 1 year [31]
• Blue • Project 3: Cultural program humanities, and integrated design • University of
Architecture proposes (3rd year)/Public program (Thesis, to architecture. Nottingham in China
4th year) • Environmental measures of the site.
• Consider WSD as a guideline for
water strategies.
• Reuse, recycle, renovate, and retrofit
strategies (4R).
Buildings 2022, 12, 1294 9 of 39

1.4. Neighborhood and Community Space

In his book ‘A Pattern Language’, Christopher Alexander described a set of recipes to
help design spaces that will appeal to everybody and satisfy basic human needs in 1977 [32].
The book is still used as a reference in teaching programs and research on urban planning
and urban studies. The issues of neighborhood and community, boundary, in-between
space, etc. in the book provide a specific perspective for students to undertake observations
in field surveys in urban areas. In recent years, a group of Alexander’s former students
and associates launched a new open-source pattern language project [33], including wholly
new patterns for new urban challenges including rapid urbanization, slum upgrading,
sustainable urbanization, etc. The new pattern language further responded to the need for
understanding high-density urban development, urban sustainability, and urban research
with scientific directions [33,34].
Pattern languages were also developed within the urban studies. Smith et al. de-
veloped a community-quality-criteria concept through research into community quality,
and human social and psychological theories [35]. Iwańczak and Lewicka found that the
patterns in an urban landscape were associated with increased positive affect and aesthetic
appreciation of the setting [36]. Pakzad and Salari proposed a morphological analytic as-
sessment framework for the measurement of sustainability of urban blocks, which included
three main morphological characteristics of an urban block, including size/length, config-
uration/grain, and orientation [37]. The relationship between social and physical space
was also an important issue in the continuous studies following Alexander’s work. Sarkar
and Bardhan provided a comparative analysis of the current built-environment indicators
(thermal and ventilation indices) and livability status of major informal archetypes, and
combined analyses of the socio-physical problems [38]. Paköz and Işık tested the urban
density, vitality, and health environment in the post-pandemic city, and revealed that there
was a statistically significant difference between the density levels of the districts [39].
Huang et al. tested Alexander’s urban structural theory under a comprehensive research
framework utilizing a combination of Twitter activities, Points-Of-Interest, and walking
trips, and found no independent associations between “living structure” and life, contrary
to existing literature. They also suggested the need for a locally-sensitive approach in future
studies [40].
Thus, the introduction of neighborhood and community space including social and
physical aspects would provide a broader perspective on the study and research of high-
density urban environment and related building renovation in this study.

1.5. Climate-Responsive Design

To support the design and evaluation of the project, the principle of climate-responsive
design [41] was introduced. The design strategy of climate-responsive building aims to
study the climate control method suitable for building comfort space [41]. Vernacular
dwelling, based on climate-responsive experience, become the focus. Yang et al. grouped
the research on climate-responsive design in recent years into three categories: climate
responsiveness of vernacular buildings, adaptive thermal comfort of residents, and climate
adaptability of both buildings and residents [42]. The main studies on this topic were
conducted in Asian countries such as China, India, and Iran. Regarding methodology, a
systematic framework from data collection to responsive strategies and analysis was formed
in recent studies, which provided a framework and guidance for this study (Figure 1). The
climate-responsive strategies could be classified by seasons (such as natural ventilation in
summer), by building elements (such as the special design of windows and doors), and
by locations in buildings (such as the wind tower or the multi-layer ceiling on a roof) [42].
They also pointed out the main limitations of current studies: (1) the study focused on one
or a few vernacular houses lacking a general study; (2) long-term study with measurements
was still lacking, especially during transitional seasons; (3) most study houses were located
in rural areas that lacked urban context and lacked accurate surrounding weather data [42].
 doors), and by locations in buildings (such as the wind tower or the multi-layer ceiling on
a roof) [42]. They also pointed out the main limitations of current studies: (1) the study
focused on one or a few vernacular houses lacking a general study; (2) long-term study
with measurements was still lacking, especially during transitional seasons; (3) most
Buildings 2022, 12, 1294 study houses were located in rural areas that lacked urban context and lacked10accurate
of 39
surrounding weather data [42].

Figure 1. Research
Figure 1. Researchprocess
processofofthe
thestudies
studiesononclimate-responsive design
climate-responsive (Adapted
design with
(Adapted permission
with permission
from [42]. 2022, Elsevier).
from [42]. 2022, Elsevier).

In
In the
theclimate-responsive
climate-responsive studies
studiesin in
China,
China,Mao Maoet al. identified
et al. identified71 climate-responsive
71 climate-responsive
technologies for controlling climate physical features and established a database of tech-
technologies for controlling climate physical features and established a database of tech-
nologies for buildings in different climate regions [43]. The technologies category was
nologies for buildings in different climate regions [43]. The technologies category was di-
divided into: (1) temperature control; (2) humidity control; (3) sunlight control; (4) ven-
vided into:
tilation (1) temperature
control. The databasecontrol;
was set (2)
up humidity
according control; (3) sunlight
to the climate control;in(4)
classification ventila-
China
(5 climate zones) [44]. The study provided a general perspective on the climate characteris- (5
tion control. The database was set up according to the climate classification in China
climate
tics studieszones)
and [44]. The
related study provided
strategies for studentsa general perspective
and designers, on thespecific
and more climatestrategies
characteris-
tics studies and related strategies for students and
for a single case could be developed following the above guidelines. designers, and more specific strategies
for aIn single case could be developed following the above guidelines.
the aspect of architectural education, climate analysis has become an important
issueIn in the aspect
related of architectural
educational programs education, climateLenzholzer
[9,17,23,30,31]. analysis has et become an important
al. provided two
issue in related
programs about educational programs
climate-responsive design[9,17,23,30,31].
in a landscape Lenzholzer
architecture et design
al. provided
studiotwo
[27],pro-
whose
grams framework was also similar design
about climate-responsive to the review of Yang et architecture
in a landscape al. [42]. The climatic
design analysis
studio [27],
and
whose framework was also similar to the review of Yang et al. [42]. The designs
simulation evaluations of designs helped the students to assess different climaticmore
analysis
objectively
and simulation in “evidence-based
evaluations ofresearch” and acquire
designs helped very fundamental
the students knowledge
to assess different aboutmore
designs
various
objectively design solutions [27]. Hoang
in “evidence-based et al.and
research” noted that very
acquire selective dismantling
fundamental will boost
knowledge about
the recycling rate to a remarkable 90%, associated with a 55% decrease in greenhouse gas
various design solutions [27]. Hoang et al. noted that selective dismantling will boost the
emissions [45]. Studies emphasized the value of the maintenance and material reuse of
recycling rate to a remarkable 90%, associated with a 55% decrease in greenhouse gas
the original building in the process of renovation, providing important value for students
emissions [45]. Studies emphasized the value of the maintenance and material reuse of the
on urban building renovation development [45,46]. Li et al. proposed an optimization
original based
process buildingon in the processplatform
a parametric of renovation, providing
for building important valuedesign.
climate-responsive for students
The on
optimal solution was provided from two different perspectives of the public sector (energypro-
urban building renovation development [45,46]. Li et al. proposed an optimization
cess based
saving on a parametric
optimal) and private platform
households for(cost-optimal),
building climate-responsive design.
respectively [47,48]. The
The optimal
multi-
solution was provided from two different perspectives
® of the
objective optimization process using Octopus based on the Grasshopper (GH) parametricpublic sector
® (energy saving
optimal) [49]
platform and provided
private households
an available(cost-optimal),
choice for studentsrespectively
running[47,48].
on theirThe multi-objective
modeling tool
Rhino ® software
optimization process using Octopus
(RN, Version ® based
6.0, Robert McNeel on &the Grasshopper
Associates, ® (GH)
Seattle, WA, parametric
USA) [50]. plat-
formAs [49]the programan
provided attempted
availabletochoice
develop for astudents
sustainable renovation
running on their design for antool
modeling urban
Rhino®
house, the integration of studies on hot-humid climate,
software (RN, Version 6.0, Robert McNeel & Associates, Seattle, WA, USA) [50].vernacular buildings, climate-
responsive design strategies, and simulation tools was introduced and utilized [51,52]. The
educational methodology presented here may be implemented at architectural universities
in order to improve the quality of teaching design.
 sponsive design strategies, and simulation tools was introduced and utilized [51,52]. The
educational methodology presented here may be implemented at architectural universi-
ties in order to improve the quality of teaching design.
Buildings 2022, 12, 1294 11 of 39
2. Methodology
2.1. Structure of the Program
2. The program was structured based on the framework of research-integrated design.
Methodology
2.1. Structure of the
A well-organized Program
design-orientation program should include some prerequisites such as
creativity
Thecriteria
program andwasevaluation,
structured idea
basedgeneration and development,
on the framework and pedagogy
of research-integrated design.in the
A well-organized
design studio [53,54].design-orientation program should include some prerequisites such as
creativity criteria and
This program wasevaluation,
parallel toidea generation
the main andand
courses development,
lasted for and
twopedagogy
semesters. in The
the pro-
design studio [53,54].
gram included studies from urban to building level. The framework was discussed and
This program was parallel to the main courses and lasted for two semesters. The
divided into two main branches, namely, the built system and the natural system [55].
program included studies from urban to building level. The framework was discussed
Kashef provided a framework integrating natural systems and built systems for the liva-
and divided into two main branches, namely, the built system and the natural system [55].
bleKashef
environment.
providedIn the built systems,
a framework integratingthenatural
studysystems
emphasized urban
and built regional
systems planning,
for the livable ur-
banenvironment.
design preservation, and infrastructure
In the built systems, management.
the study emphasized urban In the natural
regional planning, systems,
urban the
study emphasized
design sustainability,
preservation, air and
and infrastructure water quality,
management. andnatural
In the ecosystem biodiversity
systems, the study [55].
This program sustainability,
emphasized focused on aair micro-scale of a vernacular
and water quality, housebiodiversity
and ecosystem in a high-density
[55]. Thisurban
pro- en-
gram focused on a micro-scale of a vernacular house in a high-density urban
vironment. Thus, the built systems were mainly linked to the building factors, and the environment.
Thus, systems
natural the built systems were mainly
were linked linkedclimate
to the local to the building
(Figurefactors,
2). and the natural systems
were linked to the local climate (Figure 2).

Figure
Figure 2. Structureofofthe
2. Structure theprogram.
program.

In the built systems, surveys on urban and building scales were conducted in two main
In the built systems, surveys on urban and building scales were conducted in two
areas. The methodologies of literature studies, field surveys, interviews, and mappings
main areas. The methodologies of literature studies, field surveys, interviews, and map-
were introduced to the students to obtain a better understanding of urban morphology
pings
andwere introducedbehaviors
the inhabitants’ to the students to obtain especially
in a community, a better understanding of urban
in the “in-between morphol-
space” in
ogysuch
anda the inhabitants’
dense behaviors
area [56]. Then, in a community,
field measurements, especially
drawings, and in the “in-between
modeling of the studyspace”
in such
houseawere
dense area [56]. to
undertaken Then, field
obtain measurements,
basic information ondrawings, and
the building modeling
scale, of the
materials, andstudy
construction.
house The characteristics
were undertaken to obtainofbasic
the local vernacular
information onbuilding were also
the building studied
scale, with and
materials,
the goal of understanding the urban development and local climate.
In the natural systems, understanding the local climate was the core of the study.
Climate data collection and field measurements of the thermal environment were conducted
within the research process. Climate data were analyzed and evaluated after taking the
Buildings 2022, 12, 1294 12 of 39

measurements. Sustainable building guidelines were introduced after the field studies and
later integrated into the design process.
The training program was divided into two main periods of research and design. The
first semester was mainly focused on the research, and the second semester was mainly
focused on the design work. The program was conducted in the following steps:
(1) Neighborhood and building quality investigation;
(2) Study of local climate-responsive strategies via theoretical and field studies;
(3) Field measurements and evaluation of the thermal environment;
(4) Study of sustainable building design guidelines and technologies;
(5) Building performance simulations and evaluations;
(6) Completion of a renovation design project.
The research supported the design work in different ways. First, understanding the
neighborhood and community guided the design based on the relationship between the
street and the building as well as between public and private space. Second, studying
the vernacular building from the perspectives of space layout, construction, and building
materials highlighted the value judgment of the local culture and building technology.
Third, studying the micro-climate provided a better understanding of the local climate
characteristics and the climate-response strategies. Finally, the introduction of sustainable
building guidelines and standards linked the study and the practice in a direct way.
Concepts of sustainability were an important issue in the research and design process.
The sustainability concepts were integrated with guidelines and technologies. Some concept
design works by the students were presented in the program and then integrated with
the lessons on construction and materials, indoor environment, building technologies,
and strategies of sustainability such as greenery, energy, and rainwater reuse. For a clear
framework, the Active House (AH) guidelines in China [57] were introduced in the program.
Simulation tools were also introduced to optimize the building layout in the design process.
The program frameworks attempted to provide a wider perspective on the architec-
tural design based on contrasting themes, including communal and private space, urban
area and building, and local climate-response strategies and modern technologies. The
project was also selected by the Active House Building Competition in China 2021 and
obtained a finalist award. Details of different parts of the program will be introduced in the
following methodologies.

2.2. Urban Perspective: Field Survey on the Dense Neighborhood

The program was based on a vernacular house that had been built over 90 years ago
in a historical urban area in Guangzhou, China (Figure 3). High-density neighborhoods
were formed in the 18th and 19th centuries because of the harbor development. The
layout of the neighborhood, in which each house was arranged side by side with a shared
wall, limited the building height and retained the character of urban morphology over
the decades. The form of this house was also known as a shophouse or townhouse in
Singapore, Malaysia, and other countries [58,59]. In Guangzhou, two typologies emerged
in the urban development. The shophouses were mainly planned along the main roads
and known as “Arcade Street (Qi Lou)” [60]; the townhouses were mainly built in the
neighborhoods with narrow streets and known as “Bamboo Shape House (Zhu Tong Wu)”
in Guangzhou [61].
The program encouraged students to investigate the high-density community and
understand its impact on the residents and the micro-climate characteristics. The investiga-
tion methods included site surveying, measurements of street scale, interviews with the
residents, mappings, and drawings.
From a social perspective, the streets became an “in-between space” in the dense
neighborhood [62], which could be divided by different items to redefine the public and
private areas used by the residents. Zhang et al. conducted a field survey and statistical
analysis on the changes of the “in-between space” and found types of encroachment items
in such a space that could be defined as facilities (water channels, air conditioning, clothes
private areas used by the residents. Zhang et al. conducted a field survey and statistical
analysis on the changes of the “in-between space” and found types of encroachment items
in such a space that could be defined as facilities (water channels, air conditioning, clothes
lines, and canopy), vegetation, furniture (table and chair), transportation (bicycle), and
Buildings 2022, 12, 1294 13 of 39
other goods [56]. As transitions between streets and houses, in-between spaces represent
unique and important residential components in East Asia, which reflect the spontaneous
lines, and canopy),
spatial improvement awareness vegetation,
of users furniture (table
in traditional and chair),and
districts transportation
the state(bicycle), and other
of public–
goods [56]. As transitions between streets and houses, in-between spaces represent unique
private relations. The perspective of observing the changes in residential environments in
and important residential components in East Asia, which reflect the spontaneous spatial
the context of urbanization provided
improvement a basis
awareness for developing
of users renewal
in traditional districts andstrategies
the state of for tradi-
public–private
tional districts in Chinarelations.
[56]. The perspective of observing the changes in residential environments in the
context of urbanization provided a basis for developing renewal strategies for traditional
From the micro-climate perspective, urban morphology such as the street height–
districts in China [56].
width ratio (aspect ratio), street
From the orientation,
micro-climateand greenery
perspective, impacted
urban morphology thesuch
outdoor thermal
as the street height–
environment [63]. The students were encouraged to conduct the field measurements
width ratio (aspect ratio), street orientation, and greenery impacted the outdoor thermal
environment [63]. The students were encouraged to conduct the field measurements based
based on thermal indices in the street and the study building.
on thermal indices in the street and the study building.

Figure 3. Photos of the study neighborhood

Figure (photo
3. Photos of the study (c) was (photo
neighborhood reprinted
(c) waswith permission
reprinted fromfrom
with permission [64].
[64]. 2010,
University of Bristol).
2010, University of Bristol).
2.3. Building Perspective: Investigation of the Vernacular Urban House
2.3. Building Perspective: Investigation of the
The vernacular Vernacular
urban Urban
house in this studyHouse
was named “Bamboo Shape House” in
Guangzhou owing to the narrow and long layout of the floorplans (4 m width and 15 m
The vernacular urbanlength;house inwhich
Figure 4), thisshared
study was
both bricknamed “Bamboo
walls with Shape
the neighboring House”
houses. in
These houses
Guangzhou owing to the werenarrow andliving
built for both longandlayout
cargo of the in
storage floorplans (4 m width and 15 m
the last decades.
Field studies were conducted to measure and
length; Figure 4), which shared both brick walls with the neighboring houses. redraw the layout and details
These housesof the
study building. Some construction elements and materials with specific functions or
were built for both living and cargo
decorations werestorage
recorded in
andthe last decades.
integrated into 3D models as well. Since the house was
Field studies were conducted to measure and redraw the layout and details of the
study building. Some construction elements and materials with specific functions or dec-
orations were recorded and integrated into 3D models as well. Since the house was built
FOR PEER REVIEW 12 of 39

over12,90
Buildings 2022, years
1294 ago, some renovations or changes had been made in different decades. Field
14 of 39
investigations were also encouraged to analyze the changes following the changing resi-
dents, activities, and modern living requirements [46].
built over 90 years ago, some renovations or changes had been made in different decades.
Field investigations were also encouraged to analyze the changes following the changing
residents, activities, and modern living requirements [46].

Figure 4. Building
Figure 4. Building floorplans, floorplans,
elevation, elevation,(measured
and sections and sections (measured and redrawn
and redrawn by students).
by students).
2.4. Natural Perceptive: Local Climate Studies
2.4. Natural Perceptive: To
Local
gainClimate
a deeperStudies
understanding of the hot-humid climate and thermal environ-
mentunderstanding
To gain a deeper [65], the students took
of thefield measurements
hot-humid of the and
climate thermal indicesenvironment
thermal in the study house.
The equipment used was a HOBO data logger (U23 Pro v2) and HD32.3 with a globe
[65], the students took field measurements of the thermal indices in the study house. The
thermometer probe and an omnidirectional hot wire probe [66]. These were installed at
equipment used was a HOBO
a height of 1.5 mdata logger
on each floor(U23
of the Pro v2)Comparably,
house. and HD32.3 twowith
HOBO a data
globe ther-with
loggers
mometer probe and an omnidirectional
shading hotinwire
shields were installed probe
the street [66]. the
outside These
housewere installed
and in an open at a in
space
a middle school at a distance of approximately 300 m.
height of 1.5 m on each floor of the house. Comparably, two HOBO data loggers with The measurements took place
shading shields were installed in the street outside the house and in an open space in a
middle school at a distance of approximately 300 m. The measurements took place from
January to September in 2021, covering the transitional and hottest months in the hot-
humid climate [67]. A thermal imager allowed the students to take images from the street
Buildings 2022, 12, 1294 15 of 39

from January to September in 2021, covering the transitional and hottest months in the
hot-humid climate [67]. A thermal imager allowed the students to take images from the
street and the building to gain a more intuitive understanding of the effects of the street
canyon as well as the building materials (Table 3).

Table 3. Accuracy, range, and measurement frequency of the instruments and probes.

Instruments and Probes Accuracy Range Frequency

Ta: ±0.21 ◦C Ta: 0–50 ◦C
(1) HOBO data loggers (U23 Pro v2) 5 min
RH: ±2.5% RH: 10–90%
(2) HD32.3 with probes:
2a. TP3276.2 Globe thermometer probe (Ø = 50 mm) Tg: 1/3 DIN Tg: −10–100 ◦ C 5 min
Va: ±0.05 m s−1 (0–1 m s−1 ),
2b. AP3203 Omnidirectional hot wire probe Va: 0–5 m/s 5 min
±0.15 m s−1 (1–5 m s−1 )
(3) Flir E4 Thermal Imager ±2% −20–250 ◦C -

The dates of the field measurements provided a better understanding of the indoor
thermal quality and subsequently led to the development of a climate-responsive renova-
tion design.

2.5. Sustainable Architectural Design Guidelines

To link the research and practice, the building cases, technologies, guidelines, and
standards of sustainable buildings were introduced. However, the guidelines and standards
required substantial time to explain the chapters, terms, and clauses. Thus, in this program,
we set up the design goal with passive strategies and active technologies following the AH
competition in China [57]. The students studied and understood the standards and the
related methods and technologies in practice.
The International Alliance of AH was established in 2005 [57]. Throughout the cycle
of design, construction, and use of residential buildings, AH standards advocate the
architectural concept of energy conservation and environmental protection as the premise,
the building health and comfort as the core, and the well-being of the occupants as the
goal [68]. AH standards have been promoted in China in the last 2 years; the Assessment
Standard for Active House in China (ASAH) was published in 2020 [69] and introduced to
the students to provide a more integrated perspective on architectural design that considers
the balance between sustainability and human comfort.
The ASAH consists of four main categories including “Activeness”, “Comfort”, “En-
ergy”, and “Environment”. Each category was defined as three hierarchies including
“Prerequisite Items”, “Scoring Items”, and “Optional Items” with a total of 46 clauses
(Table 4). As the ASAH was a standard released by the China Architecture Association,
it was practiced much more as a simple guideline for architects that integrated with or
linked to other national standards in China, such as the Indoor Air Quality Standard (GB/T
18883-2002), the Code for Design of Sound Insulation of Civil Buildings (GB 50118-2010),
and the Design Standard for Energy Efficiency of Public Buildings (GB 50189-2015) [69].

Table 4. Clause numbers of the ASAH.

Number of Clauses
Hierarchy
Activeness Comfort Energy Environment
Prerequisite Items 3 6 5 3
Scoring Items 2 3 2 2
Optional Items 6 7 2 4
Total 11 16 9 9

The ASAH also highlights clauses regarding the public interest. For example, in the
“Optional Items” of “Activeness”, it emphasizes a design for social interaction, especially
Buildings 2022, 12, 1294 16 of 39

for elders and children (in Clause 4.3.2–4.3.3). It also encourages an adaptive design for
local climate, future demand, and conventional wisdom (in Clause 4.3.4–4.3.5) [69]. From
the perspective of the teaching program, the ASAH provided a simple and clear framework
for the students to understand the basic logic, hierarchy, and requirements of a sustainable
building design project.

2.6. Building Performance Simulation Tools

Simulation tools were also introduced in this study program to evaluate the design
project prepared by the students. In the evaluation for climate-responsive strategies,
thermal comfort, daylighting, ventilation, and energy performance were the main cat-
egories of the evaluation system [42]. Different tools were introduced to support the
systematic analysis in practice and educational programs. For students, tools were much
more required connecting to the concept design and feeding back to improve optimiza-
tions of space, façade, and technologies. Thus, in the thermal environment and day-
lighting analysis, the climatic analysis and building performance simulation tools named
Ladybug (LB) + Honeybee (HB) in the GH platform connecting to the 3D modeling soft-
ware Rhino were introduced [49,50,70].
LB is a collection of open-source applications and integrated workflows that support
the analysis and improvement of the built environment’s performance and was developed
based on GH in the 3D modeling software RN. HB connects GH to different simulation
tools to construct the energy and daylight simulation. For the simulation models, the study
buildings were defined as HBZones in LB and HB and exported into an OpenStudio®
(OS, Version 3.1.0, Alliance for Sustainable Energy, LLC, Columbus, OH, USA) [71] file
for simulation using the software EnergyPlusTM (EP, Version 8.8, Alliance for Sustainable
Energy, LLC, Columbus, OH, USA) [72]. Consequently, an open-source weather data file
(*.epw file) of a location, was collected from the website of EP [73] and imported to create
a specific site climate for the simulation. The validation and effectiveness of the above
simulation workflow has been supported by recent studies [48,70]. Furthermore, online
cases for different research issues [49] also provided a much more friendly path for students
to apply the tools in the teaching program.
In the evaluation of natural or mechanical ventilation, the computational fluid dynamic
(CFD) method is widely applied in practice and research. Urban morphology, outdoor
environment, and indoor ventilation are different objects and scales in the studies of
CFD simulations [74,75], connecting to the strategies on climate-responsive strategies.
However, considering the computation resources and time, a simple 2D instead of 3D
CFD method [76] launched in Ansys Fluent (Version 16.0, 2014 ANSYS, Inc., Canonsburg,
PA, USA) was also introduced for the simulation of natural ventilation in a building
section. The solving model was the two-dimensional steady-state Reynolds-averaged
Navier–Stokes (RANS) equation with the Boussinesq approximation for the realizable
k- turbulence model [77,78]. The second-order scheme was applied in the mean flow,
turbulence, and energy equations discretization. The SIMPLEC scheme was applied in the
coupling calculation with pressure and velocity. The convergence criteria of the continuity,
velocity, and energy model were set to 10−5 [79].

2.7. Methodologies Summarization

As a pedagogy program, this study combines multidisciplinary methods including
social and technological approaches on neighborhood and building aspects in the training
process. The perspective of climate-responsive design acted as the core of the program. The
renovation concept design was conducted based on the research. As the program lasted
two semesters, different methods were promoted within the program process (Figure 5).
Buildings 12, 1294
2022,2022,
Buildings 12, x FOR PEER REVIEW 15 of 39 17 of 39

Figure 5.5.Methodologies
Figure Methodologiesand and
process of the program.
process of the program.

3. Results
Results
3.1.Urban
3.1. UrbanPerspective: Neighborhood
Perspective: and Community
Neighborhood and Community
3.1.1. Urban
3.1.1. UrbanMorphology
Morphology of the
ofNeighborhood
the Neighborhood
The
Theurban
urban morphology
morphology was investigated via site surveying
was investigated and measurements
via site surveying of the
and measurements of the
street scales. The results of field measurements revealed that the floor area ratio (FAR) of
street scales. The results of field measurements revealed that the floor area ratio (FAR)
the neighborhood was approximately 2.8, the density of which was approximately 74%.
of the neighborhood was approximately 2.8, the density of which was approximately
The width of the streets was 2–4 m and the aspect ratio of the street was found to be ap-
74%. The width
proximately of the 6),
1.9–5.2 (Figure streets wasits2–4
revealing m character.
dense and the The aspect ratio
streets of neighbor-
in the the street was found
to
hood were mainly orientated east to west owing to the houses mainly facing south.The
be approximately 1.9–5.2 (Figure 6), revealing its dense character. The streets in the
neighborhood were mainly orientated east to west owing to the houses mainly
narrow street space may limit the amount of daylight and natural ventilation for the facing south.
houses; however, it may also reduce the solar radiation in the street. Measurements
The narrow street space may limit the amount of daylight and natural ventilation for the of the
thermal environment
houses; however, itwere mayconducted,
also reduceandthe
the solar
resultsradiation
will be presented in later Measurements
in the street. sections. of the
The site survey and measurements provided the students with a better understanding of
thermal environment were conducted, and the results will be presented in later sections.
density and its problems that supported the concept design considering the relationship
The
Buildings 2022, 12, x FOR PEER REVIEW sitethe
between survey
houseand measurements
and the street. provided the students with a better understanding 16 of 39 of
density and its problems that supported the concept design considering
The urban morphology character of the study area would be recognized and linked the relationship
between the house
to the patterns of “rowand the street.
houses”, “long thin house”, “housing in between”, and “country
towns” in the book A Pattern Language [32]. The field survey and measurements pro-
vided a much more intuitive understanding of the urban space in the dense context.

Figure 6. Sections and aspect ratio of the study street (drawn by the students).
Figure 6. Sections and aspect ratio of the study street (drawn by the students).

3.1.2. Public and Private Interaction

A social perspective was introduced to reveal the interaction of the in-between space
in the narrow street. According to Zhang et al. [56], the interaction factors between public
and private found in the study street included greenery, steps, paving materials, windows
Buildings 2022, 12, 1294 18 of 39

Figure 6. Sections and aspect ratio of

The urban the study street
morphology (drawn
character of theby the students).
study area would be recognized and linked
to the patterns of “row houses”, “long thin house”, “housing in between”, and “country
3.1.2. Public and towns” Interaction
Private in the book A Pattern Language [32]. The field survey and measurements provided
a much more intuitive understanding of the urban space in the dense context.
A social perspective was introduced to reveal the interaction of the in-between space
in the narrow street.3.1.2. Public andto
According Private
Zhang Interaction
et al. [56], the interaction factors between public
A social perspective
and private found in the study street included was introduced
greenery,to reveal
steps,the interaction
paving of the in-between
materials, windowsspace
with grilles, facilities, and religious items. Different items formed an active or between
in the narrow street. According to Zhang et al. [56], the interaction factors negative public
and private found in the study street included greenery, steps, paving materials, windows
space in the street.with
Students were encouraged to discover and record how the residents
grilles, facilities, and religious items. Different items formed an active or negative
used the space in front
space ofin or
thearound their houses
street. Students and howtothis
were encouraged changed
discover the quality
and record how theofresidents
the
street (Figure 7). The
usedspontaneous,
the space in front shared activities
of or around of theand
their houses residents
how thisin the streets
changed wereof the
the quality
studied and led to a much more active relationship between the private and public spacewere
street (Figure 7). The spontaneous, shared activities of the residents in the streets
studied and led to a much more active relationship between the private and public space in
in future renovation designs.
future renovation designs.

Figure 7. Sketches ofFigure 7. Sketches of

the interaction the interaction
items items(drawn
in the street in the street (drawn
by the by the students).
students).
Greenery was found to be a common way to define an in-between space in the
Greenery wasneighborhood
found to be (Figure
a common way
8). Most to defineinan
vegetation thein-between spaceand
street was planted in the neigh-
placed in public
borhood (Figure 8).spaces
Mostby
vegetation in the
the residents. Thestreet was
scale of theplanted and placed
trees or shrubs in public
was suited to the spaces
scale of the
street section, where the width of the in-between space was limited to 0.5–2 m. This
kind of shared space provided the possibility for social interaction among neighborhood
inhabitants, especially for the elderly and kids.
Steps with platforms around the entrances of the houses also intensified the in-between
space (Figure 8). The steps were designed in response to the risk of flooding from heavy
rains in the summer because the drainage system of the historical district was poorly
constructed in the early period. The space of the steps was found to be expanded to support
some private activities such as goods storing, bicycle parking, and greening. More items
were added to intensify this space such as canopies, grilles, and different paving materials
compared to the stones in the street.
 tional urban fabric [34] were found and recognized by the students. The pattern “indoor-
outdoor ambiguity” suggested creating an experience of spatial richness connecting the
indoors to the outdoors [34], whose spatial character was also found in the semi-open
space in the study neighborhood. The relationship between the theory and the real sce-
Buildings 2022, 12, 1294 nario helped the students obtain a deeper understanding of the urban morphology and
19 of 39
social space. Factors in the street also enrich the definition of new pattern languages in the
east Asian background.

Figure 8. Observations of the in-between spaces in the street (drawn

(drawn by
by the
the students).
students).

Windows with overhanging stills, canopies, or railings were also found to be space
occupation factors in the street. The scale of the window space was defined as 30–40 cm
outside the windows and provided some additional space for storage, plantings, and air-
conditioner installations as well. Furthermore, blinds or movable shading devices provided
a controllable sight line between the street and the indoor space, intensifying the adaptive
relationship between the public and the private.
Street observations provided a better understanding of residents’ actual lives, their
local habits, awareness of private and public spaces, and other social perspectives in the
dense neighborhood.
Factors found here could be recognized as the “new patterns” in the neighborhood 34.
The pattern “biophilic urbanism” emphasized the importance of natural characteristics
within the built environment for promoting human health and well-being. Patterns of the
street detail on a human scale, representations of nature, and green pieces in the traditional
urban fabric [34] were found and recognized by the students. The pattern “indoor-outdoor
ambiguity” suggested creating an experience of spatial richness connecting the indoors
to the outdoors [34], whose spatial character was also found in the semi-open space
in the study neighborhood. The relationship between the theory and the real scenario
helped the students obtain a deeper understanding of the urban morphology and social
space. Factors in the street also enrich the definition of new pattern languages in the east
Asian background.

3.2. Building Perspective: Space and Construction

3.2.1. Transition of the Building Layout and Space
The building layout and space were observed and measured in detail. As the study
house was built over 90 years ago, the transition of the indoor space was learned via the
resident interview and construction and materials analysis and identification, compared to
the typical bamboo shape houses in Guangzhou. It was built at a height of 2–3 floors with a
vertical patio in the middle or backside of the house increasing the amount of daylight and
natural ventilation. However, the patio of the study building had been closed and replaced
because of the increased need for living space.
The differences in the building construction and materials also recorded the transition
of the building space. The house was mainly constructed with brick and timber. Both
brick walls limited the width and span of the house to no higher than 4 m. The brick walls,
the dense timber beams with a distance of 0.4–0.8 m supporting the timber floor, and the
 tion of the building space. The house was mainly constructed with brick and timber. B
brick walls limited the width and span of the house to no higher than 4 m. The brick wa
the dense timber beams with a distance of 0.4–0.8 m supporting the timber floor, and
timber partition walls were constructed in the 1920s. The building was first
Buildings 2022, 12, 1294 20 ofconstruc
39

with two sloping roofs, and the front one was changed to a flat roof in the 1960s w
timber beams and a concrete floor slab. The floor slab of the third floor and the tim
timber partition walls were constructed in the 1920s. The building was first constructed
beams of thewithback roof were
two sloping roofs, also renovated
and the front one wasinchanged
the 1960s. As
to a flat a result,
roof thewith
in the 1960s small
timber patio at
back side of the and
beams house was closed.
a concrete InThe
floor slab. thefloor
1980s, a bathroom,
slab of the third flooraand toilet, and abeams
the timber kitchen w
added on theof the backand
first roof were
secondalso floors
renovated in the
and the1960s.
patioAsona result,
the the small patio
bottom wasatclosed
the back(Figure
side of the house was closed. In the 1980s, a bathroom, a toilet, and a kitchen were added
and 10). The collapse of the original space caused some indoor environmental problem
on the first and second floors and the patio on the bottom was closed (Figures 9 and 10).
such as a lack
The of daylight
collapse of the and ventilation
original space caused insome
the indoor
house,environmental
and the materials
problems,incurred
such as a dama
lack of daylight and ventilation
from the moisture and rainwater leakage. in the house, and the materials incurred damage from the
moisture and rainwater leakage.

FOR PEER REVIEW 19 of 39

Figure
Figure 9. Observations and9. Observations
analysis ofand
theanalysis of the building
different different building construction
construction periods (drawn
periods (drawnby the
bystudents).
the
students).
 Figure 9. Observations and analysis of the different building construction periods (dra
Buildings 2022, 12, 1294 21 of 39
students).

Figure 10. Space and construction of the study house (drawn by the students).
Figure 10. Space and construction of the study house (drawn by the students).
3.2.2. Construction Adapting to Local Climate
The field investigation of the construction still revealed some climate-responsive
wisdom in the house, even though the original layout of the study building had been
changed. The timber partition walls with local symbol decorations were assembled in
double layers and designed to be switched with different methods. The wooden boards
behind the glass could be pushed up and fixed to allow daylight into a room and pushed
down to maintain privacy. The whole partition wall could be opened to expand the living
room and let the cross-ventilation pass through in the summer evening. The decorations
were curved only on the side of the living room to emphasize the importance of the space
(Figure 11). The front timber door (“Tang Long Men”) was also assembled with three
layers. The outer part was designed at half height of the opening, the middle part was
assembled with horizontal timbers, which could be switched to close but allowed the
possibility of natural ventilation, and the inner part was timber boards at the full height
of the opening for safety and privacy (Figure 11). The openable roof of the building had a
switching construction with glass to improve the indoor ventilation and daylighting on the
upper floor.
 ers. The outer part was designed at half height of the opening, the middle part was assem-
bled with horizontal timbers, which could be switched to close but allowed the possibility
of natural ventilation, and the inner part was timber boards at the full height of the open-
ing for safety and privacy (Figure 11). The openable roof of the building had a switching
Buildings 2022, 12, 1294 construction with glass to improve the indoor ventilation and daylighting on 22 the upper
of 39
floor.

Figure
Figure 11. 11. Observation
Observation ofofthe
theconstruction
construction response
responsetotothe
thelocal climate
local (drawn
climate by the
(drawn bystudents).
the students).

Because of the lack of natural ventilation in the interior, some materials were found
Because of the lack of natural ventilation in the interior, some materials were found
to be at risk of moisture. Thermal images of different constructions and materials were
to be at risk of moisture. Thermal images of different constructions and materials were
recorded in the field survey. Various positions of timbers and bricks were recognized by
recorded in the field survey. Various positions of timbers and bricks were recognized
Buildings 2022, 12, x FOR PEER REVIEWthe temperature difference via the thermal images, especially in the corners of rooms and
by
21 of 39
the the
temperature difference via the thermal images, especially in the corners of rooms
joints with different materials, revealing that some rainwater may permeate into the and
the interior
joints with
spacedifferent
owing to materials, revealing
the construction that material
and aging some rainwater may permeate into the
(Figure 12).
interior space owing to the construction and aging material (Figure 12).
The detailed investigations of the study house provided a deeper and much more
comprehensive understanding of the building post-evaluation. The conventional wisdom
on climate response was recognized, and the existing problems also inspired the students
to rethink better ways of space arrangement and construction to adapt to the local climate.

Figure
Figure 12.12. Thermalimages
Thermal imagesof
ofthe
the construction
construction and
andmaterials
materials(photo by the
(photo by students).
the students).
The detailed investigations of the study house provided a deeper and much more
3.3.comprehensive
Natural Perspective: Thermalof
understanding Environment
the buildingEvaluation
post-evaluation. The conventional wisdom
3.3.1.
on Thermal Imageswas
climate response of the Street Canyon
recognized, and the existing problems also inspired the students
to rethink better ways of space arrangement and construction to adapt to the local climate.
The students recorded thermal images during the field survey. The difference in the
surface temperature (Ts) provided a direct and clear understanding of the effects of solar
radiation on the street canyon. The results demonstrated that the peak Ts difference be-
tween the shaded and unshaded areas of the same material was as high as 5.1 °C in the
afternoon on a summer day (Figure 13). They revealed that the deep shape of the street
Buildings 2022, 12, 1294 23 of 39
Figure 12. Thermal images of the construction and materials (photo by the students).

3.3. Natural Perspective: Thermal Environment Evaluation

3.3. Natural Perspective: Thermal Environment Evaluation
3.3.1. Thermal Images of the Street Canyon
3.3.1. Thermal Images of the Street Canyon
The students recorded thermal images during the field survey. The difference in the
The students recorded thermal images during the field survey. The difference in
surface temperature (Ts) provided a direct and clear understanding of the effects of solar
the surface temperature (Ts) provided a direct and clear understanding of the effects of
radiation on the street canyon. The results demonstrated that the peak Ts difference be-
solar radiation on the street canyon. The results demonstrated that the peak Ts difference
tween the shaded and unshaded areas of the same material was as high as 5.1 °C in the
between the shaded and unshaded areas of the same material was as high as 5.1 ◦ C in the
afternoon on a summer day (Figure 13). They revealed that the deep shape of the street
afternoon on a summer day (Figure 13). They revealed that the deep shape of the street
canyon may effectively reduce the solar radiation; however, it may limit the wind flow at
canyon may effectively reduce the solar radiation; however, it may limit the wind flow at
the pedestrian level on the other side.
the pedestrian level on the other side.

Figure 13. Thermal images of the study street in summer.

summer. (Photo by the
the students.).
students.).

3.3.2. Evaluation of
3.3.2. Evaluation of the
the Indoor
Indoor Thermal
Thermal Environment
Environment
Results revealed that the air temperature
Results revealed that the air temperature (Ta), (Ta), relative
relative humidity
humidity (RH),
(RH), and globe
and globe tem-
temperature (Tg) showed significant differences between the upper and lower floors
perature (Tg) showed significant differences between the upper and lower floors (Table (Table 55
and
and Figures
Figures 14
14 and
and 15).
15).
Table 5. Ta, RH, and Tg measurements data.

January March–May July–September

Ta (◦ C)
Ave. Max. Min. Ave. Max. Min. Ave. Max. Min.
Outdoor N/A N/A N/A 28.3 39.0 17.0 33.9 44.0 29.0
Street N/A N/A N/A 24.9 33.1 15.5 30.4 36.4 25.8
3F 18.3 22.0 12.8 26.2 33.0 17.3 31.4 36.3 28.4
2F 17.3 21.5 13.1 25.0 30.1 17.9 30.1 32.9 28.3
1F 16.0 22.5 13.1 23.3 27.2 17.4 28.0 28.8 27.0
RH (%)
Outdoor N/A N/A N/A 60.1 83.0 31.0 61.5 80.0 34.0
Street N/A N/A N/A 72.2 95.5 40.2 76.1 98.0 50.1
3F 54.6 74.8 35.4 68.0 81.6 49.6 71.1 86.4 50.5
2F 56.2 71.4 39.9 74.3 87.0 55.3 78.2 90.3 61.9
1F 67.7 80.2 46.0 83.8 91.4 63.5 93.7 96.0 89.2
Tg (◦ C)
3F N/A N/A N/A 25.5 32.6 17.1 31.3 37.4 28.2
2F N/A N/A N/A 24.5 29.9 16.9 31.3 35.0 28.3
1F N/A N/A N/A 22.7 26.2 17.0 28.9 30.3 27.5
Buildings 2022, 12, x FOR PEER REVIEW 23 of 39

Buildings 2022, 12, 1294 24 ofde-

and provided an intuitive understanding for the students, leading to the renovation 39
sign later.

Buildings 2022, 12, x FOR PEER REVIEW 24 of 39

Figure 14.
Figure 14. Ta
Ta and
and RH
RH measurement
measurement data
data (January–September
(January–September 2021),
2021),drawn
drawnby
bythe
thestudents.
students.

15. Average
Figure 15. AverageTa
Taand
andRH
RH measurement
measurement data
data (January–September
(January–September 2021),
2021), drawn
drawn bystudents.
by the the stu-
dents.
Buildings 2022, 12, 1294 25 of 39

The neighborhood street provided a cooler space than the outdoor environment. In
the transitional season (March–May), the average Ta was reduced by 3.4 ◦ C, and in summer
(July–September) the average Ta was reduced by 3.5 ◦ C.
In the house, the results showed that the Ta was reduced on different floors. On the
third floor, the average Ta was higher than the street by 1.3 and 1.0 ◦ C in the transitional
season and in summer owing to the weak thermal insulation of the roof (only a single layer
of clay tile). Compared to the third floor, the average Ta of the second and first floors were
reduced by 1.0 and 2.3 ◦ C in winter, by 1.2 and 2.9 ◦ C in the transitional season, and by
1.3 and 3.4 ◦ C in summer, respectively.
It should be noted that the average RH in the house was higher than 70% in the
transitional season and in summer, especially on the first floor, where the average RH was
kept higher than 80%. The extremely humid environment increases the risk to human
health and the durability of the building materials.
The wind velocity (Va) was kept lower than 0.2 m/s at all the test points because the
windows were always closed and there was no vertical patio to provide natural ventilation.
Results revealed that the average Tg was reduced by 1.0 ◦ C (second fl.) and 2.6 ◦ C
(first fl.) compared to the third floor in the transitional season and reduced by 3.4 ◦ C (first fl.)
in summer (Table 5 and Figure 16). The main solar radiation in the indoor environment
Figure 15.gained
was AveragefromTathe windows.
and The scale of the
RH measurement datawindows on the second and
(January–September third
2021), floorsby the s
drawn
was the same; however, part of the roof on the third floor was transparent so the Tg on the
dents.
third floor was a bit higher than on the second floor.

FigureFigure
16. Tg
16.measurement
Tg measurementdata
data (March–September 2021),
(March–September 2021), drawn
drawn by the by the students.
students.

A psychrometric chart was introduced to provide a thermal comfort analysis of the

house. Results revealed that the house was not very comfortable most of the time (Figure 17).
Simple strategies such as fans can partly improve indoor thermal comfort. Thus, strategies
for thermal comfort optimization such as natural ventilation, roof insulation, and other
technologies were considered in the renovation design based on the field measurements.
In conclusion, the dense and low-rise neighborhood provided a cooler space than
the outdoor environment. Results showed the potential for cooling, energy reduction
and thermal comfort improvement in the traditional urban morphology. Field measure-
ments also proved the effectiveness of the climate-responsive characters of the vernacular
 Buildings 2022, 12, 1294 26 of 39

dings 2022, 12, x FOR PEER REVIEW 25 of

house and provided an intuitive understanding for the students, leading to the renovation
design later.

FigureFigure
17. Psychrometric
17. Psychrometricchart
chart analysis (March–September
analysis (March–September 2021),2021),
drawn drawn by the students.
by the students.

3.4. Renovation Design Strategies

3.4. Renovation Design Strategies
Following the students’ field studies and measurements of the thermal environment,
Following the students’
the characteristics field
and problems of studies
the studyand measurements
house of the
were identified and thermal
led to environme
the develop-
the characteristics
ment of renovationanddesign
problems of the study house were identified and led to the dev
strategies.
opment of renovation design strategies.
3.4.1. Design Workflow
The renovation design workflow was integrated with various conclusions about the
3.4.1.site,
Design Workflowthe history of the building, and the sustainable strategies. Certain
the community,
The
issuesrenovation designpoint
became the starting workflow was integrated with various conclusions about t
of the design:
• community,
site, the How to improve the
thehistory of the
space, based building,
on the and the
understanding sustainable strategies.
of climate-responsive design? Certa
• How to provide a much more active
issues became the starting point of the design: relationship with the street, thereby improving
the communication between public and private?
• How
• to improve
How to maintainthe space, based
the memory and theon the of
history understanding
the building? of climate-responsive d
•
sign?How to improve the thermal environment of the building?
• •
How How to integrate
to provide sustainable
a much more building
activetechnologies
relationship under
withthethe
guidelines
street, of ASAH? improvi
thereby
First, the relationship
the communication betweenpublic
between the street
and and the building was discussed and tested
private?
with different modeling methods (Figure 18). Second, the building space and layout for
• How to maintain the memory and the history of the building?
a three-generation family (one child + one couple + one elder) was tested through the
• How
designto improve
process the19).
(Figure thermal environment
Some original of the
construction building?
elements of the existing building,
• How
such astocertain
integrate sustainable
timber building
partition walls, technologies
were maintained under
in the theThird,
design. guidelines of ASAH
building
environment simulation tools were introduced and provided evaluations of the design
First, the relationship between the street and the building was discussed and test
models. Finally, sustainable building technologies were integrated into the building under
with the
different modeling methods (Figure 18). Second, the building space and layout fo
ASAH guidelines.
three-generation
Taking onefamily
design(one child
concept as +
anone couple
example, the+design
one elder) was
process tested
of the spacethrough
layout isthe desi
diagrammed in Figures 20–22. Considering the limitations of the site
process (Figure 19). Some original construction elements of the existing building,and its volume, the such
bedrooms
certain timberand living rooms
partition were
walls, arranged
were verticallyin
maintained (floor
theone for theThird,
design. elders, floors two enviro
building
for the child, and floor three for the couple). To improve communication, the three levels
mentofsimulation tools
the floor were were
shifted oneintroduced and provided
half-floor vertically evaluations
and connected of the
with the stairs, design mode
furniture,
Finally,
and structure (see steps a–d in Figure 20). To increase the amount of natural ventilationunder t
sustainable building technologies were integrated into the building
ASAH andguidelines.
daylight in the house, two vertical patios were added to the front and back sides.
On the front side, a semi-open space with a grilling door, vertical greenery, and religious
 Buildings 2022, 12, 1294 27 of 39
ldings 2022, 12, x FOR PEER REVIEW 26 o

space was provided to satisfy residents’ local habits as well as to improve the street space. 26 of 3
Buildings 2022, 12, x FOR PEER REVIEW
Windows and openings were set around vertical patios to increase the amount of daylight
(see steps e–h in Figure 20).

Figure 18. Testing the relationship between the building and the street via volume modeling (m
Figure18.
Figure 18.Testing
Testingthethe relationship
relationship between
between the building
the building and the
and the street via street
volumevia volume(modeled
modeling modeling (mod
eled by the students).
eled
by theby the students).
students).

Figure 19. Different concept design models (drawn by the students).

Figure 19. Different concept design models (drawn by the students).
Figure 19. Taking
Different concept
one designdesign models
concept as an(drawn
example,by the
the students).
design process of the space layout i
diagrammed in Figures 20–22. Considering the limitations of the site and its volume, the
Taking
bedrooms oneanddesign
livingconcept
rooms wereas an example,
arranged the design
vertically (floorprocess of the
one for the space
elders, layou
floors two
diagrammed in Figures
for the child, and floor20–22.
three Considering
for the couple).theTolimitations of the site andthe
improve communication, itsthree
volume,
level
bedrooms
of the and
floorliving roomsone
were shifted were arranged
half-floor vertically
vertically (floor onewith
and connected for the
the elders, floors t
stairs, furniture
and
for the structure
child, (see steps
and floor threea–d
forinthe
Figure 20). To
couple). To increase
improvethe amount of natural
communication, theventilation
three lev
of the floor were shifted one half-floor vertically and connected with the stairs,sides.
and daylight in the house, two vertical patios were added to the front and back On
furnitu
the front side,
and structure a semi-open
(see steps a–d in space
Figurewith
20).aTogrilling
increasedoor,thevertical
amount greenery, and ventilat
of natural religiou
Buildings 2022, 12, x FOR PEER REVIEW 27 of 39
Buildings 2022, 12, x FOR PEER REVIEW 27 of 3
Buildings 2022, 12, 1294 28 of 39

Figure 20. Design process diagram for one of the concept designs (drawn by the students).
Figure 20.20.
Figure Design
Designprocess
process diagram forone
diagram for oneof of
thethe concept
concept designs
designs (drawn
(drawn by the students).
by the students).

Figure 21. Typical space and construction maintenance diagram for a concept design (drawn by
Figure 21. Typical space and construction maintenance diagram for a concept design (drawn by the
the students).
Figure 21. Typical space and construction maintenance diagram for a concept design (drawn by th
students).
students).
Buildings 2022, 12, x FOR PEER REVIEW 28 of 39

Buildings
Buildings2022,
2022,12,
12,x 1294
FOR PEER REVIEW 28 29
of of
3939

Figure 22. Rendering of the interior space of a concept design (drawn by the students).
Figure22.
Figure Renderingofofthe
22.Rendering theinterior
interiorspace
spaceofofa aconcept
conceptdesign
design(drawn
(drawnbybythe
thestudents).
students).
3.4.2. ASAH Guidelines
3.4.2.ASAH
3.4.2. ASAHGuidelines
Guidelines
The renovation design was guided by the ASAH [69]. The ASAH guidelines pro-
vided The
The renovation
a comprehensive design
renovation design was guided
framework
was by
bythe
theASAH
for sustainable
guided ASAH [69].
buildingThe
[69]. ASAH
design,
The ASAH guidelines
balancing provided
energy
guidelines pro-with
a comprehensive
human framework
comfort. Responding for sustainable
to the building design, balancing energy with human
vided a comprehensive framework forproblems
sustainableand the values
building of the
design, study house,
balancing energybothwithpas-
comfort. Responding to the problems and the values of the study house, both passive
sive
human strategies
comfort.and active technologies
Responding to the problems according
and the to the AH
values of theguideline wereboth
study house, introduced
pas-
strategies and active technologies according to the AH guideline were introduced into the
sive strategies
into the designand active Thus,
process. technologies according
the students to thecarried
not only AH guideline
out the were
design introduced
according to
design process. Thus, the students not only carried out the design according to the space
intospace
the the design process. but
requirements Thus, theconsidered
also students not only carried
suitable out in
strategies theresponse
design according to
to the problems
requirements but also considered suitable strategies in response to the problems they found
the
they space requirements
found instudies. but
previous studies.also considered suitable strategies in response to the problems
in previous
they found in previous
Responding studies.natural ventilation of the existing house, the space design
Respondingto to the
the poor
poor natural ventilation of the existing house, the space design
Responding to thethat
considered poor natural ventilation of thecontrollable
existing house, the space design
consideredaastrategy
strategy that included
included aa vertical
verticalpatio,
patio, controllable roofroofwindow,
window, and and wind
wind
considered
inlet a strategy that included a vertical patio, controllable roof window, and wind
inletopenings.
openings. The
The problem
problem of ofoverheating
overheating ononthethe third
third floor
floor required
required betterbetter roof insula-
roof insulation
inlet construction
tion openings. Theand problem
shadingof overheating
devices. on the
Thus, third
four floor required
aspects betterguidelines
of theguidelines
ASAH roof insula-were
construction and shading devices. Thus, four aspects of the ASAH were chosen
tion construction and shading devices. Thus, four aspects of the ASAH guidelines were
chosen for integration
for integration into theinto the process
design design process (Figure 23).
(Figure 23).
chosen for integration into the design process (Figure 23).
Activeness Comfort
Activeness Comfort
 Conventional wisdom understanding.  Natural ventilation and indoor thermal com-
 Conventional wisdom understanding.  Natural ventilation and indoor thermal com-
 Strategies of local climate response such as fort improvement.
 Strategies of local climate response such as fort improvement.
the atrium for natural ventilation and daylight.  Daylighting analysis and improvement.
the atrium for natural ventilation and daylight.  Daylighting analysis and improvement.
Measurements
Measurements and evaluationbased
and evaluation basedononthe
the  Green
Green wall
wall and
and green
green roof.
roof.
thermal environmental indices.
thermal environmental indices.  Sensitive and automatic controllable
 Sensitive and automatic controllable roofroof
win-win-
Integration
Integration with natural factors
with natural factorssuch
suchasas dow and shading devices.
dow and shading devices.
greenery.
greenery.
Consideration
Consideration of the relationship
of the relationshipwith
withthe
the
neighborhood.
neighborhood.
Sensitive
Sensitive and
and automatic controllableroof
automatic controllable roof
window
window andand shading devices.
devices.
Energy
Energy Environment
Environment
Optimization
Optimization of the space
space design,
design,improving
improving  Reuse
Reuseofof
thethe
construction components
construction andand
components ma-ma-
indoor comfort and reducing energycost.
indoor comfort and reducing energy cost. terials.
terials.
Natural
Natural ventilation,
ventilation, reducing
reducingcooling
coolingenergy
energy  Rainwater
Rainwater storage and
storage reuse.
and reuse.
costsin
costs inthe
the transitional
transitional season.
season.  Sustainable construction
Sustainable construction technologies suchsuch
technologies as as
Roof
RoofPVPV panels.
panels. green walls.
green walls.
Figure 23. Strategies based on the ASAH guidelines and field survey.
Figure 23. Strategies based on the ASAH guidelines and field survey.
Figure 23. Strategies based on the ASAH guidelines and field survey.
 Buildings 2022, 12, 1294 30 of 39

3.4.3. Building Performance Simulations

Building environment simulation tools were introduced in the teaching project.
(1) Weather data
Weather data including temperature, relative humidity, and wind speed for 1 year
were combined with the local weather data file in the LB tools (Figure 24). The climate data
provided a background on the local climate. The field measurements of the study house led
Buildings 2022, 12, x FOR PEER REVIEW 30 of 39
to a direct understanding of the micro-climate by comparing the house with the outdoor
environment. Both methods supported the students’ perceptions and considerations of the
characteristics of the local climate in the design process.

Figure
Figure 24.24. DistributionofofTa,
Distribution Ta, RH,
RH, and
and wind
windspeed
speedforfor
1 year in Guangzhou
1 year in the
in Guangzhou inweather data file
the weather data file
visualized
visualized with
with theLadybug
the Ladybug tools
tools (visualized
(visualizedbybythe
thestudents).
students).
(2) Daylighting simulations
The daylighting simulations were conducted with the Ladybug tools as well. They
provided an easier workflow with the modeling in the RN software. The results revealed
 Buildings 2022, 12, 1294 31 of 39

significant improvements in the amount of daylighting in the main indoor space on different
Figure 24.(Figure
floors Distribution of Ta,
25). The lackRH, and wind speed
of daylighting for 1 year
in a room in Guangzhou
on the in also
first floor was the weather data file
presented
visualized with the Ladybug tools (visualized by the
and feedback was generated on the design optimization. students).

Figure 25.25.
Figure Daylight
Daylightsimulation
simulation results forthe
results for thethree
threemain
main floors
floors visualized
visualized withwith the Ladybug
the Ladybug tools tools
(simulated byby
(simulated the
thestudents).
students).

(3) Natural ventilation simulations

Simulations of natural ventilation were conducted with a 2D model of the building
section to provide a preliminary understanding of the CFD tools and workflow with limited
computing resources (Figure 26). The result revealed that the natural ventilation of the main
space in the building would be optimized and the wind velocity improved to 0.5–2 m/s.
However, the result also showed that the street canyon limited the natural ventilation on
the first floor, and the wind velocity in the street and first floor was mainly in the range
Buildings 2022, 12, x FOR PEER REVIEW 31 of 39
0–1 m/s. Thus, optimization of the in-between space was an important building design
issue in such a dense neighborhood.

Figure 26. 2D
Figure CFD
26. 2D test
CFD testofofthe
thedesign buildingsection
design building section (simulated
(simulated bystudents).
by the the students).

3.4.4. Sustainable Technologies

Based on the space arrangement, some sustainable building technologies were inte-
grated into the renovation design (Figure 27) based on the ASAH guidelines.
(1) Photovoltaic (PV) panels
 Buildings 2022, 12, 1294 32 of 39

3.4.4. Sustainable Technologies

2, x FOR PEER REVIEW 32 of 39
Based on the space arrangement, some sustainable building technologies were inte-
grated into the renovation design (Figure 27) based on the ASAH guidelines.

Figure 27. Section and floor

Figure 27.plans of and
Section the floor
house illustrating
plans the illustrating
of the house strategies ofthespace and of
strategies technologies
space and technologies
(drawn by the students).
(drawn by the students).

4. Discussion
4.1. Setting of the Research and Teaching Topic
The setting of the research-integrated design project controlled the orientation of the
Buildings 2022, 12, 1294 33 of 39

(1) Photovoltaic (PV) panels

As the house was in a dense environment and shared both walls with the neighboring
houses, the potential for energy collection was mainly on the roof. The design of the roof
was integrated with south-facing PV panels (26 m2 ). The PV panels were calculated to
provide an average of approximately 85.75 kWh per month and satisfy 30.5% of the energy
cost of a four-person family.
(2) Green wall
Considering the lack of a green area in the neighborhood, the design project intended
to provide the option of incorporating greenery into the house via a green roof and interior
green wall. The green roof was set on the terrace, and the green wall was set on the wall of
the ventilated atrium, where the natural daylight improved the indoor space quality for
different rooms.
(3) Shading devices
The dimensions of the windows on the roof and top floor were maximized to increase
the natural ventilation and daylight for the interior, and the controllable shading devices
helped prevent overheating on summer days, according to the results of the measurements.
(4) Water treatment
Rainwater was proposed to be collected and reused for greenery in this project owing
to Guangzhou’s rich rainwater supply. Rainwater collection is also a resilience strategy to
reduce street drainage in such a dense neighborhood during the rainy season.
(5) Reuse of construction and materials
Valuable construction elements of the existing building were preserved and reused in
the renovation project. For example, the timber-grill door was reused in the in-between
space to provide a semi-open space for communication and visual connection between the
house and the street. The partition walls were also maintained in the building design to
provide an optional and flexible division of the indoor space.

4. Discussion
4.1. Setting of the Research and Teaching Topic
The setting of the research-integrated design project controlled the orientation of
the program and transfer of the design value, limiting some possibilities in the project
development. The setting of this research and teaching topic was based on the problem of
urban renovation against the background of urbanization in China. It included perspectives
on the social aspects of a neighborhood and community, the historical aspects of building
heritage, and the sustainable aspects of design. It provided a broader perspective on the
architectural design studio. Moreover, the objective of a house design was intelligible
and simple for students to relate to their own experiences. Thus, this study was much
more focused on the research capacity training. Methodologies and tools in the research
training would support the final building renovation project. This study developed the
climate-responsive design and teaching program in a high-density urban context, compared
to studies in rural areas [42], landscape [17,27], and urban design [28]. The topic setting of
renovation design in a traditional neighborhood also emphasized the value and potential
of sustainability [45,46], energy performance [75], thermal comfort [65], and community
relationship [56] in future vernacular building renovations.
Specific limitations added complexity to this case study, such as the high-density urban
environment and historical vernacular building. The setting of the design project limited
the building scale, orientation, and structure in the design process, which reduced certain
possibilities related to energy concept, building form, and façade concept. The housing
scale also limited possible architectural design technologies; however, it emphasized the
suitability of a technology choice.
Buildings 2022, 12, 1294 34 of 39

4.2. Integration of Multidisciplinary Methodologies in the Design Studio

This study project combined multidisciplinary methodologies step by step. Following
the field survey, the students were encouraged to conduct the interviews, measurements,
and mappings of the neighborhood. Responding to the topic of climate-response design,
literature studies and thermal measurements were launched synchronously. Focusing
on the local vernacular buildings, field surveys, building scale measurements, detailed
recording, and historical analysis were conducted on a specific issue. Previous research
works provided a solid foundation for the design work. In the renovation design training
stage, the ASAH guidelines of China and related technologies were introduced to provide
a framework for the design thinking. To accompany the design process, simulation tools
were introduced to evaluate the design works as well.
Research-integrated design and multidisciplinary methods applied in this study were
similar to the studies from Hensel et al. [17], Lucchi and Delera [25], and Devisch et al. [22].
This study contributed a process considering both the community space on the social
aspect and building performance on climate-responsive strategies, which provided the
students with a much more comprehensive view of a design project in the urban context.
Furthermore, both the climatic analysis of the vernacular house and the ASAH guidelines
provided the students with climate-responsive wisdom based on empirical and scientific
data. This study also emphasized the basic path of practical experience and theoretical
studies for the capacity training of climate-responsive design.
Through this process, the students understood the value of design as a strategic
response to different aspects of the problems. For example, the entrance layout of the
design project was taken a step back from the street and formed a transitional space. On
the one hand, the outer door was an in-between space following the traditional idea of
a house that provides the possibility for elders’ communication. On the other hand, that
space also optimized the canyon of the narrow street and improved the natural ventilation
of the house. Adding greenery to the transitional space also continued the logic of a
space between public and private in this neighborhood as found in the previous field
survey. Similarly, when designing the atrium, openings, and other strategies, students
were encouraged to employ multidisciplinary thinking. Thus, evaluating the design value
of multiple problem considerations and solutions was transferred to the students via the
research and design process.

4.3. Relationship between the Parallel Research Project and Main Design Studios
As this parallel research project lasted for nearly 1 year, it was interactive with the main
courses and design studios (Table 6). In the autumn semester for the third-year students,
the research project was mainly conducted with field survey and case studies. The findings
on vernacular buildings in a real neighborhood were connected to the theories of building
physics, material and construction, and urban design. In the spring semester, the research
project advanced to thermal environmental measurements and sustainable building-related
guidelines and design tools based on the study of building physics and construction. The
introduction of simulation tools was also connected to the course on digital building design
tools. Compared to the main course system of the third to the fourth year education in
China [7,8], this parallel research project provided much more practical experiences and
extending understanding of theories on urban study, building construction, and building
technologies (Table 6). The methods and tools introduced in this program also support
the teaching of main courses that build capacities relating to “Social and humanity” and
“Urban and technology” [7]. Thus, the research based on measurements and evidence
provided a supplement to and a much more intuitive understanding of theoretical teaching
in the main courses.
Buildings 2022, 12, 1294 35 of 39

Table 6. Comparison of the research program and the main courses and design studios.

Semester Relative Main Courses and Design Studios Parallel Research Program

• Building physics (1) • Field surveys

• Building material and construction (1) • Building scale and detail measurements
Autumn • Chinese architecture history • Building structure and materials analysis
Semester • Urban design theory • Building history analysis with interviews
(Sep–Jan) • Design studio: Workshop studio and and construction
housing design • Local vernacular building study
• Vernacular building and climate

• Thermal environment measurement

• Building physics (2) • Data collected and analysis with psychrometric chart
Spring • Building material and construction (2) • Thermal analysis and simulation tools introduction
Semester • Digital building design tools • AH guidelines and green building
(Feb–July) • Design studio: Residential planning and design technology introduction
• Renovation design with climate responsive strategies
• Simulation and evaluation

Design studios are the central courses of architectural design. Two design studios were
developed from a smaller scale to a larger scale. Both studios provided the basic experience
for the students of designing a living space. The relationship between the training program
and the main theorical courses in this study was different to the program from Lucchi and
Delera [25], which combined the related courses in the practical program. However, in
this study the main courses remained in the teaching system. Thus, the theories of climate
analysis, thermal comfort and daylighting simulation and analysis tools, and the guidelines
were supplements to the main courses of “building physics” and “building material and
construction”. This path would keep the completeness and systematic nature of the main
courses and improve the practical understanding of the students.
In the research program, the scale was limited to a single house for one family to
reduce the complexity of urban scale, including the multiple functions of a public building,
and related regulations on public projects. Much more research will be focused on the
central topic of climate-response design.

4.4. Limitations
This program applied multidisciplinary methods to a building renovation. Some
limitations remain in the research and design process. The simulation tools were not
sufficient to provide a comprehensive evaluation of the design project, except for the
daylighting and natural ventilation simulations. The tools were still needed in the main
courses to support the different design studios. The detail of construction design of the
project was still lacking, owing to the tight schedule in the design process. The historical
information of the study neighborhood and urban area still lacked sufficient investigation
including historical maps, literature, and interviews. The understanding and introduction
of pattern language was still not so sufficient to push forward a deeper observation of the
urban context. The structure program can be improved in future studies.

5. Conclusions
This study aimed to develop an architectural teaching program integrating different
aspects of sustainable building design. The students’ works represented an understanding
of the characteristics of a hot-humid climate, responsive strategies for vernacular buildings,
preliminary methodologies of micro-climate analysis, and sustainable building guidelines.
Simulation tools that support the optimization of the design project are necessary for future
improvements.
The main findings of this program could be concluded as follows:
Buildings 2022, 12, 1294 36 of 39

(1) Observation of urban morphology revealed the high-density character of the study
neighborhood, whose FAR was approximately 2.8 and density was approximately
74%; and the aspect ratio of the street was found to be approximately 1.9–5.2.
(2) Thermal measurements in the study street showed that the peak surface temperature
difference between the shaded and unshaded areas was as high as 5.1 ◦ C in sum-
mer. Compared to the outdoor area, the average Ta in the street was reduced by
approximately 3.4 ◦ C in the transitional season and in summer. The dense low-rise
neighborhood provided a cooler space than the outdoor environment. Results showed
the potential for cooling energy reduction and thermal comfort improvement in the
traditional urban morphology.
(3) Surveyed from a social perspective, the semi-open space that allowed interaction
between public and private space was recognized. Factors in the street also enrich the
definition of new pattern languages in the east Asian background.
(4) On the building level, the field investigation of the construction of the vernacular
house revealed some climate-responsive wisdom for thermal comfort, natural ventila-
tion, daylighting improvement, and resilience to the rainy weather.
(5) Thermal measurements in the study house showed that the average Ta of the second
and first floors was reduced by 1.2 and 2.9 ◦ C in the transitional season, and by
1.3 and 3.4 ◦ C in summer, respectively. Field measurements proved the effectiveness
of the climate-responsive characters of the vernacular house and provided an intuitive
understanding for the students, leading to the renovation design included in the
education program.
(6) Guidelines of ASAH, sustainable technologies, and building performance simulation
methods were introduced and applied in the renovation concept design process. The
strategy of construction and material reuse was also perceived.
On the aspect of architectural pedagogy, this study also contributed some novel visions
as follows:
(1) The research-integrated program was achieved by the students and tutors. The
process of the program was divided into two parts, namely, the research and design
periods. The first semester’s works on urban and building research solidly supported
the architectural design in the second semester.
(2) A multidisciplinary approach was conducted systematically. Both social and physical
perspectives were integrated into this program. The observation of urban morphol-
ogy with the methods of pattern language and community interaction provided the
students with a simple and comprehensible vision at the beginning of the project.
The measurements, technologies analysis, and simulation methods were introduced
gradually and deepened the understanding of climate-responsive strategies within
the process.
(3) The method of climate-responsive design was effectively studied with a systematic
process including field survey, physical indices measurements, building history and
construction analysis, ASAH guidelines, and simulation and evaluation tools.
(4) This parallel training project acted as an important supplement to the regular teaching
schedule. The practice and training in this project brought novel views responding
to the theoretical teaching in the main courses, improving the holistic architectural
design pedagogy.
Thus, this program provided a valuable approach to the appropriate pedagogy
for a research-integrated design studio within the context of sustainable architectural
education development.

Author Contributions: Conceptualization, H.L., S.Y. and Y.L.; methodology, H.L., S.Y. and Y.L.;
formal analysis, C.X.; investigation, H.L. and Y.L.; resources, S.Y. and Y.L.; writing—original draft
preparation, H.L. and Y.L.; writing—review and editing, H.L. and Y.L.; supervision, Y.L.; fund-
ing acquisition, H.L., S.Y. and C.X. All authors have read and agreed to the published version of
the manuscript.
Buildings 2022, 12, 1294 37 of 39

Funding: This research was funded by the State Key Laboratory of Subtropical Building Sci-
ence (grant number. 2021ZB04), Guangdong Basic and Applied Basic Research Foundation (grant
number. 2019A1515110577), Fellowship of China Postdoctoral Science Foundation (grant number.
2020M672633), 2018 Youth Project of Philosophy and Social Science of Guangdong Province during
the 13th Five-Year Plan Period (grant number. GD18YSH02), and the University-level Major Certifica-
tion and Evaluation Project for Continuous Improvement in Education Reform in 2022 (Guang Dong
University of Technology Educational Official Document, grant number. 59).
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: Not applicable.
Acknowledgments: We would like to thank the students who participated in this program: Wei
Zeng, Siman Liang, Xiaoshan Li, Lan Yao, Hanjia Sun, Lixiang Chen, and Mingyu Wang. We also
thank the reviewers and editor for their comments and suggestions, and the publishers and authors
who provided the copyrights.
Conflicts of Interest: The authors declare no conflict of interest. The funders had no role in the design
of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or
in the decision to publish the results.

References
1. Duan, L.; Liu, Z.; Yu, W.; Chen, W.; Jin, D.; Sun, S.; Dai, R. Trend of urbanization rate in china various regions. IOP Conf. Ser. Earth
Environ. Sci. 2021, 772, 012008. [CrossRef]
2. Available online: http://english.scio.gov.cn/chinavoices/2020-07/20/content_76290732.htm (accessed on 20 April 2022).
3. Yang, F.; Jiang, Z. Urban building energy modelling and urban design for sustainable neighbourhood development-A China
perspective. IOP Conf. Ser. Earth Environ. Sci. 2019, 329, 012016. [CrossRef]
4. Yuan, X.; Ma, R.; Zuo, J.; Mu, R. Towards a sustainable society: The status and future of energy performance contracting in China.
J. Clean. Prod. 2016, 112, 1608–1618. [CrossRef]
5. Salama, A.M. Delivering theory courses in architecture: Inquiry based, active, and experiential learning integrated. Archnet-IJAR:
Int. J. Archit. Res. 2010, 4, 278–295.
6. Liu, Z.; Deng, Z.; He, G.; Wang, H.; Zhang, X.; Lin, J.; Qi, Y.; Liang, X. Challenges and opportunities for carbon neutrality in China.
Nat. Rev. Earth Environ. 2022, 3, 141–155. [CrossRef]
7. Cong, G. Cultivation and training of design analytical thinking: A case of architecture course teaching. J. Archit. Educ. Inst. High.
Learn. 2022, 31, 134–141. (In Chinese) [CrossRef]
8. Dan, Y. Research on the cultivation of practical ability of undergraduates in architecture specialty: Based on text analysis of
5 universities in Guangdong province. J. Archit. Educ. Inst. High. Learn. 2020, 29, 14–21. (In Chinese) [CrossRef]
9. De Gaulmyn, C.; Dupre, K. Teaching sustainable design in architecture education: Critical review of easy approach for sustainable
and environmental design(EASED). Front. Archit. Res. 2019, 8, 238–260. [CrossRef]
10. Kosanović, S.; Klein, T.; Konstantinou, T.; Radivojević, A.; Hildebrand, L. (Eds.) Sustainable and resilient building design:
Approaches, methods and tools. In Reviews of Sustainability and Resilience of the Built Environment for Education, Research and Design;
TU Delft Open: Delft, The Netherlands, 2018; Volume 5. [CrossRef]
11. Reinhart, C.; Geisinger, F.; Dogan, T.; Saratsis, E. Lessons learnt from a simulation-based approach to teaching building science to
designers. In Proceedings of the 10th international building performance simulation association conference and exhibition 2015,
Hyderabad, India, 7–9 December 2015; pp. 1126–1133.
12. Albert, C.; Brillinger, M.; Guerrero, P.; Gottwald, S.; Henze, J.; Schmidt, S.; Ott, E.; Schröter, B. Planning nature-based solutions:
Principles, steps, and insights. Ambio 2021, 50, 1446–1461. [CrossRef]
13. Jiajie, Y.; Lei, X.; Yinan, Z.; Guangsi, L. The practice of positive design in community construction: The case of community
construction in DGZ South Street, Guangzhou. J. Archit. Educ. Inst. High. Learn. 2022, 31, 35–43. (In Chinese) [CrossRef]
14. Ying, S.; Xiaoyun, W.; Zhiying, L.; Ye, L. Course teaching of basic design of architecture based on built heritage protection
dimension. J. Archit. Educ. Inst. High. Learn. 2021, 30, 101–108. (In Chinese) [CrossRef]
15. Shaopeng, Z.; Jing, W.; Tianxiang, L. Deepened learning environment design of building construction with integration of teaching,
learning and doing. J. Archit. Educ. Inst. High. Learn. 2020, 29, 67–74. (In Chinese) [CrossRef]
16. Chao, M.; Guilin, J.; Xiaoyu, S. Experimental on spatial cognition teaching for architectural students under VR technology.
J. Archit. Educ. Inst. High. Learn. 2020, 29, 144–152. (In Chinese) [CrossRef]
17. Hensel, M.; Santucci, D.; Sunguroğlu Hensel, D.; Auer, T. The lampedusa studio: A multimethod pedagogy for tackling compound
sustainability problems in architecture, landscape architecture, and urban design. Sustainability 2020, 12, 4369. [CrossRef]
18. Mingzhi, L.; Xiaoying, Z. Inheritance, integration and innovation: An analysis on international urban design workshop of Tokyo
Tech. J. Archit. Educ. Inst. High. Learn. 2020, 29, 139–151. (In Chinese) [CrossRef]
Buildings 2022, 12, 1294 38 of 39

19. Zheng, Z.; Xueying, L.; Qinfeng, P.; Chen, W. On integration of innovation, entrepreneurship and creation education and
professional education in colleges and universities. J. Archit. Educ. Inst. High. Learn. 2020, 29, 164–169. (In Chinese) [CrossRef]
20. Zhang, F.; Yang, J. The ecological civilization education construction in art education under the background of “Internet +”. Alex.
Eng. J. 2022, 61, 8955–8962. [CrossRef]
21. Dorst, K. The core of ‘design thinking’ and its application. Des. Stud. 2011, 32, 521–532. [CrossRef]
22. Devisch, O.; Hannes, E.; Trinh, T.A.; Leus, M.; Berben, J.; Hiến, Ð.T. Research-by-design framework for integrating education and
research in an intercultural parallel design studio. Front. Archit. Res. 2019, 8, 406–414. [CrossRef]
23. Soliman, A.M. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios.
Front. Archit. Res. 2017, 6, 204–217. [CrossRef]
24. Grover, R.; Emmitt, S.; Copping, A. Critical learning for sustainable architecture: Opportunities for design studio pedagogy.
Sustain. Cities Soc. 2020, 53, 101876. [CrossRef]
25. Lucchi, E.; Delera, A.C. Enhancing the historic public social housing through a user-centered design-driven approach. Buildings
2020, 10, 159. [CrossRef]
26. Grover, R.; Emmitt, S.; Copping, A. The typological learning framework: The application of structured precedent design
knowledge in the architectural design studio. Int. J. Technol. Des. Educ. 2018, 28, 1019–1038. [CrossRef]
27. Lenzholzer, S.; Brown, R.D. Climate-responsive landscape architecture design education. J. Clean. Prod. 2013, 61, 89–99. [CrossRef]
28. Combrinck, C. Socially responsive research-based design in an architecture studio. Front. Archit. Res. 2018, 7, 211–234. [CrossRef]
29. Eilouti, B. Concept evolution in architectural design: An octonary framework. Front. Archit. Res. 2018, 7, 180–196. [CrossRef]
30. Brambilla, A.; Salvalai, G.; Tonelli, C.; Imperadori, M. Comfort analysis applied to the international standard “Active House”:
The case of RhOME, the winning prototype of Solar Decathlon 2014. J. Build. Eng. 2017, 12, 210–218. [CrossRef]
31. Sedrez, M.; Xie, J.; Cheshmehzangi, A. Integrating water sensitive design in the architectural design studio in china: Challenges
and outcomes. Sustainability 2021, 13, 4853. [CrossRef]
32. Alexander, C.; Ishikawa, S.; Silverstein, M. A Pattern Language: Towns, Buildings, Construction; Oxford University Press: Oxford,
UK, 1977.
33. Available online: https://patterns.architexturez.net/ (accessed on 20 April 2022).
34. Mehaffy, M.W.; Kryasheva, Y.; Rudd, A.; Salingaros, N.A.; Gren, A. A New Pattern Language for Growing Regions: Places,
Networks, Processes: A Collection of 80 New Patterns for a New Generation of Urban Challenges; Mijnbestseller.nl: Rotterdam,
The Netherlands, 2020.
35. Smith, T.; Nelischer, M.; Perkins, N. Quality of an urban community: A framework for understanding the relationship between
quality and physical form. Landsc. Urban Plan. 1997, 39, 229–241. [CrossRef]
36. Iwańczak, B.; Lewicka, M. Affective map of Warsaw: Testing Alexander’s pattern language theory in an urban landscape. Landsc.
Urban Plan. 2020, 204, 103910. [CrossRef]
37. Pakzad, E.; Salari, N. Measuring sustainability of urban blocks: The case of Dowlatabad, Kermanshah city. Cities 2018, 75, 90–100.
[CrossRef]
38. Sarkar, A.; Bardhan, R. Socio-physical liveability through socio-spatiality in low-income resettlement archetypes—A case of slum
rehabilitation housing in Mumbai, India. Cities 2020, 105, 102840. [CrossRef] [PubMed]
39. Paköz, M.Z.; Işık, M. Rethinking urban density, vitality and healthy environment in the post-pandemic city: The case of Istanbul.
Cities 2022, 124, 103598. [CrossRef] [PubMed]
40. Huang, J.; Cui, Y.; Chang, H.; Obracht-Prondzyńska, H.; Kamrowska-Zaluska, D.; Li, L. A city is not a tree: A multi-city study on
street network and urban life. Landsc. Urban Plan. 2022, 226, 104469. [CrossRef]
41. Hyde, R. Climate Responsive Architecture; Spon, E.F., Ed.; Chapman Hall: London, UK, 1996.
42. Yang, W.; Xu, J.; Lu, Z.; Yan, J.; Li, F. A systematic review of indoor thermal environment of the vernacular dwelling climate
responsiveness. J. Build. Eng. 2022, 53, 104514. [CrossRef]
43. Mao, P.; Li, J.; Tan, Y.; Qi, J.; Xiong, L. Regional suitability of climate-responsive technologies for buildings based on expert
knowledge: A China study. J. Clean. Prod. 2018, 204, 158–168. [CrossRef]
44. Ministry of Housing and Urban-Rural Construction of the People’s Republic of China. Thermal Design Code for Civil Building
(GBT50176-2016); China Architecture Building Press: Beijing, China, 2016.
45. Hoang, N.H.; Ishigaki, T.; Watari, T.; Yamada, M.; Kawamoto, K. Current state of building demolition and potential for selective
dismantling in Vietnam. Waste Manag. 2022, 149, 218–227. [CrossRef]
46. Cascone, S.; Sciuto, G. Recovery and reuse of abandoned buildings for student housing: A case study in Catania, Italy. Front.
Archit. Res. 2018, 7, 510–520. [CrossRef]
47. Li, Z.; Zou, Y.; Tian, M.; Ying, Y. Research on optimization of climate responsive indoor space design in residential buildings.
Buildings 2022, 12, 59. [CrossRef]
48. Li, Z.; Genovese, P.V.; Zhao, Y. Study on multi-objective optimization-based climate responsive design of residential building.
Algorithms 2020, 13, 238. [CrossRef]
49. Available online: https://www.ladybug.tools/honeybee.html (accessed on 20 April 2022).
50. Available online: https://www.rhino3d.com/ (accessed on 20 April 2022).
51. Nguyen, A.-T.; Tran, Q.-B.; Tran, D.-Q.; Reiter, S. An investigation on climate responsive design strategies of vernacular housing
in Vietnam. Build. Environ. 2011, 46, 2088–2106. [CrossRef]
Buildings 2022, 12, 1294 39 of 39

52. Bodach, S.; Lang, W.; Hamhaber, J. Climate responsive building design strategies of vernacular architecture in Nepal. Energy
Build. 2014, 81, 227–242. [CrossRef]
53. Cisek, E.; Jaglarz, A. Architectural education in the current of deep ecology and sustainability. Buildings 2021, 11, 358. [CrossRef]
54. Park, E.J.; Lee, S. Creative thinking in the architecture design studio: Bibliometric analysis and literature review. Buildings 2022,
12, 828. [CrossRef]
55. Kashef, M. Urban livability across disciplinary and professional boundaries. Front. Archit. Res. 2016, 5, 239–253. [CrossRef]
56. Zhang, Z.; Wang, X.; Zhu, G.; Zhang, W.; Chen, L.; Fang, K.; Xie, Y.; Shen, M.; Furuya, N. A micro-scale study on the spontaneous
spatial improvement of in-between spaces in Chinese traditional districts considering the relationship between modifications and
encroachment. J. Asian Archit. Build. Eng. 2022, in press. [CrossRef]
57. Available online: https://www.activehouse.info/ (accessed on 20 April 2022).
58. Yung, E.H.K.; Langston, C.; Chan, E.H.W. Adaptive reuse of traditional Chinese shophouses in government-led urban renewal
projects in Hong Kong. Cities 2014, 39, 87–98. [CrossRef]
59. Han, W.; Beisi, J. A morphological study of traditional shophouse in china and southeast asia. Procedia-Soc. Behav. Sci. 2015,
179, 237–249. [CrossRef]
60. Yin, S.; Wang, F.; Xiao, Y.; Xue, S. Comparing cooling efficiency of shading strategies for pedestrian thermal comfort in street
canyons of traditional shophouse neighbourhoods in Guangzhou, China. Urban Clim. 2022, 43, 101165. [CrossRef]
61. Xiong, L. Design analysis and generation of traditional dwellings—The Chinese Bamboo House. In Proceedings of the 2011
International Conference on Multimedia Technology, Hangzhou, China, 26–28 July 2011; pp. 5353–5356. [CrossRef]
62. Can, I. In-Between Space and Social Interaction: A Case Study of Three Neighbourhoods in Izmir; University of Nottingham: Nottingham,
UK, 2012.
63. He, B.-J.; Ding, L.; Prasad, D. Relationships among local-scale urban morphology, urban ventilation, urban heat island and
outdoor thermal comfort under sea breeze influence. Sustain. Cities Soc. 2020, 60, 102289. [CrossRef]
64. Photograph by Fu Bingchang. Image Courtesy of C.H. Foo, Y.W. Foo and Special Collections, University of Bristol Library.
Available online: https://www.hpcbristol.net/visual/ub01-20 (accessed on 20 April 2022).
65. Zhang, Z.; Zhang, Y.; Jin, L. Thermal comfort in interior and semi-open spaces of rural folk houses in hot-humid areas. Build.
Environ. 2018, 128, 336–347. [CrossRef]
66. Lin, H.; Xiao, Y.; Musso, F.; Lu, Y. Green façade effects on thermal environment in transitional space: Field measurement studies
and computational fluid dynamics simulations. Sustainability 2019, 11, 5691. [CrossRef]
67. Chen, G.; He, M.; Li, N.; He, H.; Cai, Y.; Zheng, S. A method for selecting the typical days with full urban heat island development
in hot and humid area, case study in guangzhou, china. Sustainability 2020, 13, 320. [CrossRef]
68. Feifer, L.; Imperadori, M.; Salvalai, G.; Brambilla, A.; Brunone, F. Active House: Smart Nearly Zero Energy Buildings; Springer
International Publishing: Cham, Switzerland, 2018. [CrossRef]
69. The Architectural Society of China. Assessment Standard for Active House (T/ASC 14-2020); China Architecture Building Press:
Beijing, China, 2020.
70. Lin, H.; Ni, H.; Xiao, Y.; Zhu, X. Couple simulations with CFD and ladybug + honeybee tools for green façade optimizing the
thermal comfort in a transitional space in hot-humid climate. J. Asian Archit. Build. Eng. 2022, in press. [CrossRef]
71. Available online: https://www.openstudio.net/node/2296 (accessed on 20 April 2022).
72. Available online: https://energyplus.net/ (accessed on 20 April 2022).
73. Available online: https://energyplus.net/weather (accessed on 20 April 2022).
74. Antoniou, N.; Montazeri, H.; Neophytou, M.; Blocken, B. CFD simulation of urban microclimate: Validation using high-resolution
field measurements. Sci. Total Environ. 2019, 695, 133743. [CrossRef]
75. Hassan, A.M.; ELMokadem, A.A.; Megahed, N.A.; Abo Eleinen, O.M. Urban morphology as a passive strategy in promoting
outdoor air quality. J. Build. Eng. 2020, 29, 101204. [CrossRef]
76. Zhai, Z.J.; Xue, Y.; Chen, Q. Inverse design methods for indoor ventilation systems using CFD-based multi-objective genetic
algorithm. Build. Simul. 2014, 7, 661–669. [CrossRef]
77. Shih, T.-H.; Liou, W.W.; Shabbir, A.; Yang, Z.; Zhu, J. A New K- Eddy Viscosity Model for High Reynolds Number Turbulent
Flows. Comput. Fluids 1995, 24, 227–238. [CrossRef]
78. Richards, P.J.; Hoxey, R.P. Appropriate Boundary Conditions for Computational Wind Engineering Models Using the K-
Turbulence Model. J. Wind. Eng. Ind. Aerodyn. 1993, 46–47, 145–153. [CrossRef]
79. Tominaga, Y.; Mochida, A.; Yoshie, R.; Kataoka, H.; Nozu, T.; Yoshikawa, M.; Shirasawa, T. AIJ guidelines for practical applications
of CFD to pedestrian wind environment around buildings. J. Wind. Eng. Ind. Aerodyn. 2008, 96, 1749–1761. [CrossRef]