Abstract
This paper investigates the use of parametric inverted chain models (ICMs) as pedagogical tools for teaching structural design to architecture students. A mixed-methods action research study was conducted at the University of Belgrade Faculty of Architecture through a five-week educational intervention with 30 undergraduate students, integrating analog and digital form-finding within a learning-by-doing framework. The intervention combined physical hanging-chain models with computational simulations using Spider3D, a custom Grasshopper plugin developed for ICM simulation. Data collected through surveys, knowledge assessments, focus-group discussions, reflective journals, and instructor observations indicate that the approach improved students’ understanding of structural behavior, equilibrium forms, and the relationship between form and force. Participants reported increased confidence in structural reasoning, greater engagement with structural design concepts, and a stronger appreciation of structure as a generator of architectural form. Combining physical and computational workflows enabled students to develop both intuitive and analytical perspectives on structural performance. The study suggests that parametric ICMs can function not only as form-finding tools but also as effective pedagogical instruments that support experiential learning, structural intuition, and creative exploration. The findings highlight the potential of integrating research-led digital tools into architectural education to strengthen connections among structural design, computation, and creative practice.