Abstract
Parametric modelling is the standard practice in computational design today. However, parametric models grow larger and more complex when used for more extensive and critical projects, making it difficult to understand, fix, or even collaborate. A similar issue with software code has been resolved by using versioning systems. A versioning system is a process capture tool used to manage code versions as programmers develop their code and collaborate. In this thesis, I seek to implement versioning for the parametric design exploration process, based on the argument that both software development and parametric modelling are implementing using programming, albeit the first is textual, and the latter a visual one. Historically, advancement in software development, such as modularity, has also been successfully applied to parametric models and helped reduce their complexity. Surveying the fragmented versioning related works in the early parametric design stage: code-based versioning, parametric model comparison, design option comparison, collective historical repository, and synchronisation/streaming tool; there need to be an integrated process-based versioning system for a parametric design that provides (1) clear version history and change tracking, (2) both parametric and geometric elements visual comparison subjectively and objectively, (3) feedback channel, and (4) design projects analytics through the data collected. These desirable features are offered by GHShot, a Grasshopper versioning tool developed in this thesis. Study cases conducted in the classrooms, professional settings, and the wider design community showed its successful application as design process capture, group ideation, and documentation and collaboration support tool. Furthermore, versioning is an active way of capturing the design process, and it is complemented by logging, which is the passive counterpart. GHRecorder was developed to provide a fuller picture of the design exploration process. Finally, I developed analysis frameworks and visualisations to derive empirical insights from the collected design versions data in the classroom settings. Students' design change patterns and uploading behaviour revealed their parametric modelling habits, providing design instructors with valuable information to better understand their learning progress