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Progression of color decision making in introductory design education

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dc.contributor.author Ural, Sibel Ertez
dc.contributor.author Akbay, Saadet
dc.contributor.author Altay, Burçak
dc.date.accessioned 2020-02-28T12:13:13Z
dc.date.available 2020-02-28T12:13:13Z
dc.date.issued 2017-12
dc.identifier.citation Ural, Sibel Ertez; Akbay, Saadet; Altay, Burcak, "Progression of color decision making in introductory design education", Color research and application, Vol.42, No.6, pp.849-860, (2017). tr_TR
dc.identifier.issn 0361-2317
dc.identifier.uri http://hdl.handle.net/20.500.12416/2556
dc.description.abstract Color comprises both subjective and objective aspects within its contextual nature. Research on color design tends to explore this seemingly contradictory concerns from theoretical point of view, as well as architectural and design practice. The aim of this study was to observe subjective, intuitive or heuristic and objective, knowledge-based or analytical attitudes toward color in design education. In the study 84 introductory design students were surveyed progressively to understand their color decision criteria after completion of three 2-dimensional colored exercises, specific in terms of color education. Students' responses to open-ended questions were coded according to the 5 categories, under 2 decision making processes derived from the literature; heuristic approach: preferential and symbolic criteria, and analytic reasoning: formal, thematic, and systematic criteria. A distinction between associative and emotional aspects of symbolic criteria was also revealed by the data analysis. The findings showed a shift from heuristic responses to analytic reasoning, as expected. Additionally, it is also investigated that students not only used heuristic approaches but also analytical components (formal and systematic) of color decision making in varying degrees as well, even before any color subjects covered. Thematic color decisions became a major part of the students' design considerations upon completion of color subjects. The observed increase in the number of color criteria interrelated by the students' among almost all categories explicated a complex decision making process particularly in color design and education. These findings were expected to lead to some further understanding in color decision making in design. tr_TR
dc.language.iso eng tr_TR
dc.publisher Wiley tr_TR
dc.relation.isversionof 10.1002/col.22129 tr_TR
dc.rights info:eu-repo/semantics/closedAccess tr_TR
dc.subject Basic Design tr_TR
dc.subject Color Decision Making tr_TR
dc.subject Design tr_TR
dc.subject Design Education tr_TR
dc.subject Introductory Design Education tr_TR
dc.title Progression of color decision making in introductory design education tr_TR
dc.type article tr_TR
dc.relation.journal Color research and application tr_TR
dc.contributor.authorID 21742 tr_TR
dc.identifier.volume 42 tr_TR
dc.identifier.issue 6 tr_TR
dc.identifier.startpage 849 tr_TR
dc.identifier.endpage 860 tr_TR
dc.contributor.department Çankaya Üniversitesi, Mimarlık Fakültesi, İç Mimarlık Bölümü tr_TR


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