Assessing creativity in design education: Analysis of creativity factors in the first-year design studio

Demirkan, Halime; Afacan, Yasemin

doi:10.1016/j.destud.2011.11.005

Cited by 72 publications

(41 citation statements)

References 31 publications

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“…A review of design creativity literature shows that the majority of studies are focused on a single facet of design creativity, either prescribing a particular creativity technique (e.g., Shah, Vargas-Hernandez, Summers, & Kulkarni, 2001), providing a descriptive model accounting for creative designing processes (e.g., Cross, 1997;Dorst & Cross, 2001), or proposing an objective creativity assessment for designing processes (e.g., Kan & Gero, 2008;Shah et al, 2003) or designed outcomes (e.g., Demirkan & Afacan, 2012;Sarkar & Chakrabarti, 2011). …”

Section: Studying Creativity In Designmentioning

confidence: 99%

Design cognition differences when using unstructured, partially structured, and structured concept generation creativity techniques

Gero

Jiang

Williams

2013

International Journal of Design Creativity and Innovation

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This paper presents an experimental study of measuring and comparing design cognition while using different concept generation creativity techniques in a collaborative engineering design setting. Eleven design teams were given the same three design tasks, respectively, using an unstructured concept generation technique (brainstorming), a partially structured technique (morphological analysis), and a structured technique (TRIZ). A protocol analysis was carried out using the functionbehavior -structure ontologically based coding scheme. This study showed that the students' design cognition was affected by the degree of structuredness of the concept generation creativity techniques they applied in their designing. The more structured a concept generation creativity technique is, the more likely that designers using this technique tend to focus more on problem-related aspects of designing, i.e., design goals and requirements. Results also indicate that the influence of the structuredness of concept generation creativity techniques mainly affects the early parts of the designing process, and differences between different design conditions exhibit an overall commonality of designing.

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Section: Studying Creativity In Designmentioning

confidence: 99%

Design cognition differences when using unstructured, partially structured, and structured concept generation creativity techniques

Gero

Jiang

Williams

2013

International Journal of Design Creativity and Innovation

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“…Design studios are assumed to be the core of the curriculum in interior design education, where designing is a matter of analysing, synthesising, evaluating and presenting ideas for a creative solution (Demirkan & Afacan, 2012). Each studio project generally requires studying precedents of architectural space and form, using of appropriate materials and construction techniques and presenting of drawings and 3D models.…”

Section: Educational Context: Interior Design Educationmentioning

confidence: 99%

Exploring the effectiveness of blended learning in interior design education

Afacan

2015

Innovations in Education and Teaching International

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This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in 'IAED 342 Building Performance' module at Bilkent University, Turkey. A total of 120 interior architecture students were surveyed about their experiences on five fields of instruction: (1) course design, learning material and electronic course environment; (2) interaction between students and instructor; (3) interaction with peers; (4) individual learning process; and (5) course outcomes. Frequency distributions, chi-square factor and regression analyses were calculated. Four blended learning factors were developed and their contribution to learning outcomes was analysed. The results showed that teaching both online and face-to-face can create an effective learning environment for non-studio classes, while contributing to a considerable value for the interior design education in terms of teaching process.

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“…The 4P's helped designers to structure their thinking on design creativity in solving these not well defined problems. Therefore, the previous research in design, mostly with a disjointed vision of creativity, was based on the independent components of creativity (Demirkan & Afacan, 2012;Demirkan & Hasirci, 2009;Hasirci & Demirkan, 2003). Recent trends in creativity research show that the social environmental forces influence creativity in design.…”

Section: Componential Theory Of Creativitymentioning

confidence: 99%

Collaborative digital environments to enhance the creativity of designers

Karakaya

Demirkan

2015

Computers in Human Behavior

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This study explores the interaction of the essential components of creativity and collaboration in a digital environment in the design process. The framework is based on Amabile's componential theory of creativity, which is composed of three intra-individual components of creativity and the social environment. The digital environment as the social component of creativity provides the technical infrastructure for the analysis of data related to creativity and collaboration. Protocol coding method is used for the analysis of the qualitative and quantitative data stored in The Modular Object Oriented Developmental Learning Environment (MOODLE) forum posts that were formed by the comments or critiques given during the collaboration process by the team members, instructors or jury members. Findings indicate that the social environment component named as the reactivity to proposals is closely related to idea generation as the creative relevant process component and group interaction as the task motivation component. Furthermore, it is found that the number of sketches and design ideas produced through critiques are the main design issues that enhance creativity in collaborative digital environments. © 2014 Elsevier Ltd. All rights reserved

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Assessing creativity in design education: Analysis of creativity factors in the first-year design studio

Cited by 72 publications

References 31 publications

Design cognition differences when using unstructured, partially structured, and structured concept generation creativity techniques

Design cognition differences when using unstructured, partially structured, and structured concept generation creativity techniques

Exploring the effectiveness of blended learning in interior design education

Collaborative digital environments to enhance the creativity of designers

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