Visualizing Competency: A Systematic Review of AI-Enhanced Presentation Boards in Diploma Architectural Education

Abstract

Objective: This study presents a systematic literature review (SLR) to evaluate the impact of Generative AI (GenAI) and AI-BIM integration on Diploma-level architectural education. It specifically examines how these tools influence core vocational competencies, including technical drafting accuracy, conceptual design development, and graphic storytelling on architectural presentation boards.

Research Method: Following the PRISMA 2020 protocol, the study identifies, screens, and analyzes 20 primary peer-reviewed studies published between 2020 and 2026. A thematic synthesis approach was used to map evidence from high-impact academic databases such as Scopus and ScienceDirect, specifically focusing on the Malaysian tropical architectural context and local building standards.

Findings: The review identifies a "Competency Paradox" where AI significantly enhances aesthetic quality and iteration speed but introduces "technical hallucinations" that risk violating structural logic and local fire safety (UBBL 1984) requirements. While AI democratizes high-fidelity visual storytelling, it necessitates a shift in the student’s role from a traditional drafter to a "Technical Auditor" and "Algorithmic Curator" who must exercise critical curatorial judgment.

Originality: This research provides a strategic roadmap for vocational education by proposing a "Hybrid Competency Framework". It addresses a critical research gap by synthesizing the post-2023 "AI Revolution" literature specifically for the Diploma tier, balancing the national digitalization agenda under the Thirteenth Malaysia Plan with the essential need for vocational technical rigor.