Elçin Tezel, Hernan Casakin

DOI: http://dx.doi.org/10.26687/archnet-ijar.v4i2/3.110


Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory), and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.


Design education; design constraints; experiential learning

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