Proposal Title

Student Design Process in Interior Design Education

Co-Authors

Angelita Scott, Georgia Southern University;

Amy Boyett-Whiter, Georgia Southern University

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

The purpose of this mixed-method study is to explore interior design students’ design process. During the first phase of data collection, we collected data via questionnaires and interviews from 18 interior design students. Students described their design process and answered questions about their use of computer, sketching, and design concepts. The preliminary findings provide us a better understanding of student design process. We will use student work examples to discuss their design concepts, and we will discuss our suggestions to improve student design process such as requiring students to develop a certain number of idea sketches and original design features.

Proposal Description

The purpose of this mixed-method study is to explore interior design students’ design process. As educators, we are wondering if students’ computer-aided design skills negatively affect their work. What tools do the students use to develop their design ideas? Do students design according to what they are able to do in the computer programs they use? How important is it for them to develop original design ideas? The findings allow us to have a better understanding of the student design process and improve teaching strategies.

During the first phase of data collection, we collected data via 18 questionnaires, five semi-structured interviews, and student portfolios. Half of the senior level interior design students who participated in the study (n=9) reported that their poor sketching skills influence their design process. One student claimed that she starts using computer right away because it gives her the flexibility to move walls and furniture easily to explore best design options. On the other hand, 13 students (72%) reported that they change their designs because they cannot create them on computer. Eleven students (61%) reported selecting furniture on the basis of their availability in the program or online.

The majority of students (72%) reported that they would develop design concepts even if it is not required by their professors, and they rated importance of having custom-designed features in their design process with an average score of 3.3 on a 5-point scale. Eight students (45%) revealed that they usually meet the requirements for their studio projects but fail to create unique designs. We use student work examples to discuss their design concepts. Finally, we discuss our suggestions to improve student design process such as requiring students to develop a certain number of idea sketches and original design features.

Session Format

Presentation Session

Location

Room 3

Publication Type and Release Option

Presentation (Open Access)

Share

COinS
 
Mar 30th, 3:00 PM Mar 30th, 3:45 PM

Student Design Process in Interior Design Education

Room 3

The purpose of this mixed-method study is to explore interior design students’ design process. During the first phase of data collection, we collected data via questionnaires and interviews from 18 interior design students. Students described their design process and answered questions about their use of computer, sketching, and design concepts. The preliminary findings provide us a better understanding of student design process. We will use student work examples to discuss their design concepts, and we will discuss our suggestions to improve student design process such as requiring students to develop a certain number of idea sketches and original design features.