Teaching Haptic Rendering in Architectural Design Based on Eysenck’s Personality Typology

Subject Areas :

Sahar Babayan bidgoli ¹ , Roozbeh Arabi ² , Mitra kalantari ³ , Maryam Nouri ⁴ , Mohammad Behzadpour ⁵

1 - Department of Architecture, Taf. C., Islamic Azad University, Tafresh, Iran.
2 - Department of Architecture, Kho. C., Islamic Azad University, Khomein shahr, Iran
3 - Department of Architecture, Taf. C., Islamic Azad University, Tafresh, Iran.
4 - Department of Architecture, Shahr. C., Islamic Azad University, Shahryar, Iran.
5 - Department of Architecture, Has. C., Islamic Azad University, Hashtgerd, Iran.

Received: 2025-05-05 Accepted : 2025-09-18 Published : 2025-12-14

Keywords: Education, Talent, Eysenck’s Personality Typology, Haptic Rendering, Virtual Environment,

Abstract :

Extended abstract

Introduction: The concept of "talent" is frequently used in everyday discourse but lacks a universally accepted definition. Often, it is conflated with skillsets or personality traits. Contemporary psychological research suggests that personality characteristics are closely linked to individual talents, and personality assessments can provide valuable insight into a person's interests and aptitudes. Despite this, architectural education has not yet adopted such assessments to guide students' development or career paths. Architecture students frequently encounter uncertainty when navigating diverse areas of specialization. Without proper alignment between personal interests and academic paths, many students may engage in learning experiences that are not well-suited to their innate abilities. For example, some students struggle with virtual rendering education, despite its growing significance in architectural practice.

Methodology: To explore this issue, the study adopted a mixed-method research design. In its preliminary phase, a comprehensive literature review was carried out, covering 17 peer-reviewed scholarly articles and 10 academic books focused on virtual learning environments, Haptic interface technologies, and established personality theories. The empirical phase involved purposive sampling of architecture students in their seventh and eighth semesters of undergraduate study. Participants, aged between 24 and 40, were selected based on a combination of high academic performance and strong recommendations from faculty members who had observed their aptitude in architectural work. Each selected participant completed the Eysenck Personality Questionnaire (EPQ), a validated psychological tool that measures three core personality dimensions: Extroversion (E), Neuroticism (N), and the Lie scale (L), which is associated with social desirability and self-awareness. The collected data were then statistically analyzed to identify any correlations between personality types and students’ academic performance in courses related to Haptic rendering.

Results: The results indicate that both personality type and gender significantly impact students’ success in virtual Haptic rendering environments. Regarding the Extroversion index, a notable proportion of female students (33%) and male students (26%) displayed a preference for introversion, which correlated positively with higher achievement in Haptic rendering tasks. For the Neuroticism index, both female (26%) and male (20%) students exhibited high emotional stability, which aided in better stress management during complex, technology-driven learning activities. In the Social Desirability index, female students (23%) and male students (17%) demonstrated a higher degree of honesty and self-awareness when confronting challenges in virtual environments. Collectively, the data suggest that students who are emotionally stable and more introverted tend to perform better in immersive, technologically mediated learning settings.

Conclusion: This research aimed to assess the relationship between personality traits and educational outcomes among talented architecture students, particularly in the context of Haptic rendering within virtual environments. The findings emphasize the importance of aligning instructional strategies with students’ psychological profiles to optimize learning outcomes. While both male and female students showed the capacity to adapt to and benefit from virtual learning environments, female students generally demonstrated greater resilience in overcoming educational challenges, whereas male students adopted a more pragmatic problem-solving approach. These insights support the integration of personality assessments into architectural education as a means of creating more tailored, effective, and psychologically informed learning environments especially in courses that involve advanced digital technologies and interactive simulations.b

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