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American Journal of Educational Research, 2015, Vol. 3, No. 5, 604-609
Available online at http://pubs.sciepub.com/education/3/5/12
© Science and Education Publishing
DOI:10.12691/education-3-5-12
Improving Design Performance of Students in Interior
Architecture Undergraduate Education
Deniz Ayşe Yazıcıoğlu*
Istanbul Technical University, Faculty of Architecture, Interior Architecture Department, Taşkışla, Taksim, Istanbul/Turkey
*Corresponding author: denizayseyazicioglu@gmail.com, yazicioglude@itu.edu.tr
Received March 08, 2015; Revised March 29, 2015; Accepted April 23, 2015
Abstract Considering the developing conditions in interior architecture undergraduate education and inevitability
of performing restructuring works to this end is a reality expressed also in the literature. "Performance-based design"
is one of the key concepts in this approach. When the works as to interior design project performance are examined
it can be observed that conducting assessments of user recognition correctly and fully at the preliminary stage of
project is an important component affecting the design performance. This is because the success of interior space
design is measured by considering to what extent the requirements of the users are met. In this context, the purpose
of this study has been designated as the creation of documents the students will benefit from while determining user
requirements at the preliminary stage of the project within the purview of "Interior Architecture Design Studio"
courses within the interior design undergraduate education. The scope of the study is limited to only residential
interior design projects with an eye to reach a more elaborate result. Literature and practical application resources
were researched to determine the documents utilized for recognizing the users in residential interior design as
methodology at the first stage in line with the scope and purpose defined. Subsequently, all the documents obtained
were examined by making comparisons in a systematic manner and the shortcomings of the cited documents were
revealed. And in the final stage, suggestions were made with a view to overcome these shortcomings. It will be
possible to determine user requirements more accurately through utilization of documents created in line with
suggestions to be made within the purview of the study at the preliminary stage of residential interior design projects
by interior architecture undergraduate students and this will increase the students' success as to designing
significantly.
Keywords: performance based design, interior architecture education, user requirements, client questionnaire,
home interior architecture
Cite This Article: Deniz Ayşe Yazıcıoğlu, “Improving Design Performance of Students in Interior
Architecture Undergraduate Education.” American Journal of Educational Research, vol. 3, no. 5 (2015): 604-
609. doi: 10.12691/education-3-5-12.
1. Introduction
Considering the developing conditions in interior
architecture undergraduate education and inevitability of
performing restructuring works to this end is a reality
expressed also in the literature. "performance-based
design" is one of the key concepts in this approach and it
is inevitable to reconsider the entire design process with
an integrated point of view to this end [1,2,3].
When the studies as to interior design project
performance are examined it can be observed that
conducting assessments of user recognition correctly and
fully at the preliminary stage of project is an important
component affecting the design performance. This is
mainly because the success of interior space design is
measured by considering to what extent the requirements
of the users are met. Addi and Lytle assert that priority of
users in design of interior spaces is "designing functional
spaces which serve their needs". Hence, they emphasize
the need for establishing collaboration with the user in the
design process with an eye to understand the user [4].
Ching [5] underlines the importance of taking into account
the users and their action requirements to understand the
functionality of interior space in the best and most
accurate way and to meet the requirements related thereto.
Arcan and Evci [6] express that the user is the criteria for
everything in the design process and that the combination
of single-actions which takes place due to requirements of
the user and which is the most important element to be
considered during this process constitute the action area
while the combination of action areas constitute the usage
areas. In this context, they stress the fact that design of the
interior space is realized by arrangement of the action
areas and required equipments with appropriate circulation
areas. In other words, the inner space is formed according
to the user thereof. Stephenson and Stephenson [7]
indicate in a way to support all these thoughts that the
designer may have valuable ideas at the starting point
however they are of no importance if any of these ideas
are incoherent with the user's requirements [3].
Furthermore, usage of "client questionnaire" to
understand the user requirements at the preliminary stage
American Journal of Educational Research 605
of interior design provides the following additional
benefits which help the progression of the design process
[8,9]:
1. It translates the research objectives into specific
questions that are asked of the respondents.
2. It standardizes those questions and the response
categories so every participant responds to identical
stimuli.
3. By its wording, question flow, and appearance, it
fosters cooperation and keeps respondents motivated
throughout the interview.
4. Questionnaires serve as permanent records of the
research.
5. They speed up the process of data analysis.
6. They contain the information upon which reliability
assessments such as test-retest or equivalent-form
questions may be made, and they are used in
follow-up validation of respondents' participation in
the survey.
The requirements of the user are determined in
consultation therewith at the beginning of the design
process due to all these reasons. Various "Client
Questionnaires" are available to help the designer to make
the right determinations at this stage. Personal meetings
are very important to design process. First meeting with
client usually runs one-and-a-half to two hours, during
which time they discuss and take detailed notes on client’s
needs, wants, ideas and ideals [10]. If the data obtained by
the "Client Questionnaire" is complete and accurate, it
will significantly improve the designer's performance in
the design process [3]. Because client questionnaire
translates the research objectives into specific questions
that are asked of the respondents. It standardizes those
questions and the response categories so every participant
responds to identical stimuli. By its wording, question
flow, and appearance, it fosters cooperation and keeps
respondents motivated throughout the interview.
Questionnaires serve as permanent records of the research.
They speed up the process of data analysis [8].
In this context, determination of user requirements
correctly and acquiring skills for developing their projects
is of utmost importance within the scope of the "Interior
Architecture Design Studio" courses during the
undergraduate education of interior architecture students.
This is because the skill they gain will contribute to
increase their design performance significantly in their
professional life.
2. Purpose and Methodology
In this context, the purpose of this study has been
designated as the creation of documents the students will
benefit from while determining user requirements at the
preliminary stage of the project within the purview of
"Interior Architecture Design Studio" courses within the
interior design undergraduate education. The scope of the
study is limited to only residential interior design projects
with an eye to reach a more elaborate result. Literature
and practical application resources will be researched to
determine the documents utilized for recognizing the users
in residential interior design as methodology at the first
stage in line with the scope and purpose defined.
Subsequently, all the documents obtained will be
examined by making comparisons in a systematic manner
and the shortcomings of the cited documents will be
revealed. And in the final stage, the kind of documents the
interior architecture undergraduate students will benefit
within the scope of "Interior Architecture Design Studio"
courses will be described in order that they can determine
user requirements fully and correctly by taking into
account these shortcomings.
3. Documents Used for Determination of
User Requirements in Residential Interior
Design
Literature and practical application resources were
researched to determine the documents utilized for user
requirements in residential interior design at the first stage.
A total of 172 questions in 19 different resources were
reached basing on the results of these researches. [11-29].
Subsequently, the mentioned 172 questions were reduced
to a total of 95 questions in a comparative manner as seen
in Table 1, by eliminating the similar questions.
Table 1. Questions for determining user requirements in residential
interior design
No
Questions
01
What is the scope of project?
02
What is the size/volume of home?
03
Number of rooms of home?
04
What is the location of project?
05
Which rooms will be included in the project?
06
Is this your own place or rented?
07
How long have you lived in your home and how long do you plan
to live in your home?
08
Do you enjoy specific rooms for specific functions?
09
Do you have plans for the future use of your residence?
10
Household members (name, work space,special needs, birthday)
11
Do you anticipate changes for any household members?
12
Will your rooms need to serve different functions in the future?
13
Do you have pets in household? List type, age, special needs
14
Special considerations (disabled, elderly or children)?
15
What is your lifestyle?
16
How is your home entrance and entrance door?
17
What size of entrance closet do you envision?
18 What is your entertaining style?
19 What is the frequency of your entertaining?
20
What is the average number of guests?
21
What is the average guests ages (adults/teenagers/children)?
22
How important is TV to you, in which rooms?
23
Should the living room be open to other areas? Which rooms?
24
What are the primary activities will take place in living room?
25 Will living room need more than one seating area?
26
What furnishings do you envision in living room?
27
What cooking facilities are required?
28
Does more than one person cook at a time?
29
What is your eating habits?
30
Where do you eat your meals?
31
Do you like to look out the window while working in kitchen?
32
How many feet of countertop do you need in your kitchen?
33
How much cupboard/drawer space do you need in your kitchen?
34
Is an island important in your kitchen?
35
Would you use timbers to hang pots and pans in your kitchen?
36
What non-food items do you store in your kitchen?
606 American Journal of Educational Research
37 What else do you want in your kitchen? (TV, fireplace, comp?)
38
Will you have a separate pantry?
39
Should the kitchen be linked to other areas of the home?
40
Is the dining area to be multipurpose in nature?
41
Do you like to be able to look outside while lying in bed?
42
Describe your privacy requirements you have for the bedroom?
43
Is a separate dressing area required in bedroom?
44 Will the bedroom be also used as a study or sitting room?
45
What special qualities do you like in a bathroom?
46
How private should the bathroom be from the rest of the home?
47
Do you like to be able to see out of a window in bathroom?
48
How long of a countertop would you like in bathroom?
49
Do you need a separate makeup area in bathroom?
50 Should the toilet be in a separate space?
51 Do the household members share common time around home?
52
Do you have any collections? If yes, please list
53
Are you looking to create a children’s play area?
54
Does any household member work from home?
55
What type of lighting requirements will be necessary in rooms?
56
Is there natural light in the room(s)?
57 Do you need special storage area?
58
How many fireplaces would you like? Where?
59
How do you spend your vacation time?
60
Do you have hobbies? If yes what kind of hobbies?
61
What is the budget for your project?
62
What kind of enhancements are you considering?
63
What do you like/dislike most about your current home? Why?
64 What is your favorite room in the home? Why?
65
Are there any pieces of furniture, window, wall or floor
coverings that must stay or go, and be worked into the new plan?
66
What is your personal design goals for your home?
67
Would you like to include “green products” when possible?
68
What mood do you want to create overall?
69
Would you like an open concept, semiopen or mostly closed?
70
What is the existing style of your home?
71 What style do you like and dislike?
72
What are your favorite/unfavorite color?
73
What are your favorite/unfavorite pattern?
74
What colors do you currently have in your home?
75
Do you have a color theme in mind?
76
Do you like false ceilings?
77 What kind of materials do you prefer?
78 Are there types of window treatment you prefer?
79
Are there types of door treatment you prefer?
80
Do you need sun control or privacy with window treatments?
81
What is the timeframe of the project?
82
What has prevented you from doing so?
83
What are some of the ideas you have considered so far?
84 Who will be making the financial decisions on the project?
85
Who are the decision makers?
86
What are the description of rooms (Size/Ceiling/Height)?
87
Do the household members share common time in the home?
88
What furniture store/catalog would you most likely buy from?
89
Why are you interested in doing this project at this time?
90
Who will be involved in this project? How?
91 What is most important to you-the budget or the result?
92
If you have a patio, terrace etc, what is your ideas for them?
93
Do you want to have an internal staircase?
94
Any extra space layout requirements that you might want?
95
Are you interested in purchasing at retail or customizing interior?
When the distribution of questions used to determine
the user requirements as to residential interior design
listed in Table 1 were examined by resources they were
found to be as provided in Table 2.
Table 2. Distribution of questions used to determine the user
requirements by resources
Quest No
References
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
[20]
[21]
[22]
[23]
[24]
[25]
[26]
[27]
[28]
[29]
01
X
X
X
X
X
X
X
X
X
X
02
X
X
X
X
X
X
X
X
X
X
X
03
X
04
X
X
05
X
X
X
X
X
X
X
X
X
X
X
X
06
X
07
X
X
X
X
X
08
X
X
X
09
X
X
X
10
X
X
X
X
X
X
X
X
X
X
11
X
X
X
X
X
12
X
X
13
X
X X
X X X
X
X
14
X
X
X
X
X
X
15
X
X
X
16
X
17
X
18
X
X
X
X
X
X
X
19
X
X X
X X X X
X
20
X
X
X
X
X
X
21
X
X
X
X
X
X
X
22
X
23
X
24
X
25
X
26
X
27
X
X
X
X
X
X
28
X
X
X
29
X
X
30
X
X
X
31
X
32
X
33
X
34
X
35
X
36
X
37
X
38
X
39
X
40
X
41
X
42
X
43
X
44
X
45
X
46
X
47
X
48
X
49
X
50
X
51
X
X
X
X
52
X
X X
X X
X
53
X
American Journal of Educational Research 607
54
X
X
X
X X
55
X
X
X
X
X
X
X
X
56
X
X
57
X
X
X
X
X
X
58
X
X
X
59
X
X
X
X
60
X
X
X
X
X
61
X
X
X X
X X X X X
X X
X
X X X
62
X
X
X
X
X
63
X
X
X
X
X
X
X
X
64
X
X
X
X
X
X
65
X
X
X
X
X
X
X
X
66
X
X
X
X
X
X
X
X
X
67
X
X
X X
68
X
X
X
X X
69
X
X
X
70
X
X
X
71
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
72
X
X
X
X
X
X
X
X
X
X
X
X
73
X
74
X
X
75
X
X
X
X
X
76
X
77
X
X
X
X
X
X
X
X
X
78
X
X
X
X
X
X
X
X
X
79
X
80
X
X
X
X
X
X
81
X
X
X X X
X
X
X
82
X
X
83
X
X
X
84
X
X
X
85
X
X
86
X
X
X
X
X
87
X
88
X
X X X
X
89
X
90
X
X
X
X
X
X
91
X
X
X
92
X
93
X
94
X
X
95
X
3.1. Assessment of Documents Utilized to
Determine User Requirements in Residential
Interior Design
The documents provided in Table 1 and Table 2 and
questions on these documents will be assessed in two
different ways as qualitatively and quantitatively in order
to determine how the documents which the students will
benefit from while determining user requirements at the
preliminary stage of the project within the purview of
"Interior Architecture Design Studio" courses within the
interior design undergraduate education will be.
3.1.1. Assessment of Documents Utilized to
Determine User Requirements in Residential
Interior Design Quantitatively
It can be seen that numerical distribution by resources
shows differences as in Graphic 1 when questions in Table
1 and Table 2 are evaluated quantitatively. For Example;
Wentzel Design [17] and Rachel Blindau [19], T.
Mcintyre Associates Residental Architectures [23], IMHS
[14] and Murray Arnott Design [13] make assessments to
determine user requirements as to residential interior
design by basing on 6, 21, 28 and 37 questions
respectively. In other words, it has been determined that
these documents which are utilized for the same purpose
have a formation for obtaining data at different levels.
Graphic 1. Numerical distribution of Questions by resources
It can be seen that even the most frequently asked
question which is "What style do you like and dislike?"
was used in only16 of the 19 sources as seen in Graphic 2
when questions used to determine the user requirements in
the residential interior design are evaluated in terms of
frequency of use by sources. Similarly, presence of "What
is the budget for your project?" question was determined
in only 15 sources. In other words, it was understood that
even the most important questions for determining user
requirements which should be in all documents were not
included in some documents.
0 5 10 15 20
What style do you lik e and
dislike?
What is the budget fo r your
project?
Which r ooms will be included in
the proj ect?
What are your
favori te/unfavorite color?
What is the size/volume of
home ?
What is the scope of project?
Household members (name,
work,space,special needs,…
What is your personal desig n
goals for your home?
What kind of materials do you
prefer?
Are there types of window
treatmen t you pr efer?
Graphic 2. Frequency of use of most frequently asked questions by
resources
3.1.2. Assessment of Documents Utilized to Determine
User Requirements in Residential Interior Design
Qualitatively
608 American Journal of Educational Research
In the qualitative assessment phase of the questions
utilized for determining the user requirements in Table 1,
firstly a literature research was conducted to determine
what the criteria to be based on should be when making
this assessment. As a result of this research, it was
observed that the following 21 different criteria should be
considered [8,30]:
1. The question should be focused on a single issue
or topic.
2. The question should be brief.
3. The question should be interpreted the same way
by all respondents.
4. The question should include all neccessary
information.
5. The question should include response catagories
clear and logical.
6. The question should use the respondent's core
vocabulary.
7. The question should be a grammatically simple
sentence if possible.
8. The question should not assume criteria that are
not obvious.
9. The question should not be beyond the
respondent's ability or experience.
10. The question should not use a specific example to
represent a general case.
11. The question should not ask the user to recall
specifics when only generalities will be
remembered.
12. The question should not require the user to guess
a generalization.
13. The question should not ask for details that
cannot be related.
14. The question should not use words that overstate
the condition.
15. The question should not use words that
abbreviations, jardon or foreing phrases.
16. The question should not have ambiguous
wording.
17. The question should not be "double-barreled."
18. The question should not lead the user to a
particular answer.
19. The question should not have "loaded" wording
or phrasing.
20. The question should not be too demanding and
time consuming.
21. The question should not be biased.
When the questions to understand user requirements
were evaluated on the basis of the 21 criteria mentioned
hereinabove it was found that most of them made receipt
of clear and correct answers dificult. For Example; the
answer to the question of "What are your favorite /
unfavorite colors?" to be given by the user will be
probably light green, dark blue, orange and etc. However,
the color tones which the user envisages by the concepts
of light green or dark blue has very low probability to
correspond with the color tones which the designer
envisages. Any mistake to be made here may cause very
adverse outcomes in terms of user satisfaction [3].
Similarly when the questions regarding the
determination of style were evaluated, it was found that
there are two questions which are “What style do you like
and dislike?” and “What is the existing style of your
home?” in order to understand it. Additionally, in some
sources [11,14,21,24] styles were tried to be described
through a variety of visuals. However, these visuals do not
have the quality to convey full and sufficient data related
to these styles to the user. In other words, language unity
between designers and users cannot be provided in the
existing documents.
Furthermore, it was seen that none of these questions
are intended for "cultural Implications". However, many
behaviors including the way of eating recreation and fun
vary considerably from culture to culture regarding the
usage of houses [3].
There are only two questions to recognize the user's
physical characteristics which are "Household members
(name, work, space, special needs, birthday)” and “Special
considerations (disabled, elderly or children)?”. However,
these questions are not intended to understand the
anthropometric measurements of users such as height,
weight and etc. which are very important in interior design.
For example two users with the same age and gender but
with different heights such as 187 cm. and 155 cm can
reach completely different heights. This in particular will
affect the design of storage spaces significantly.
It is not possible for the existing documents and
questions in these documents to identify user requirements
adequately and correctly due to all these determined
deficiencies. Therefore, suggestions will be made for the
elimination of these deficiencies in the next phase of the
study.
4. Suggestions for Creation of Documents
to Ensure Identification of User
Requirements in Residential Interior
Design Correctly and at an Adequate
Level
The use of all of the 95 different questions listed in
Table is suggested in creation of documents to ensure
identification of user requirements in residential ınterior
design correctly and at an adequate level.
Identification of questions for learning anthropometric
measurements of users is also suggested in the newly
created documents. These questions should be identified
by taking into consideration actions to be performed in the
space and action groups and in an answerable way. In
other words, which anthropometric measures should be
taken for which actions should be included in the documents.
It is suggested to create the new questions in a way to
ensure the receipt of clear and accurate answers. As in the
color example provided hereinabove, the user should be
enabled to choose from a color chart instead of saying the
name of color and tone.
It is suggested to create questions identifying the
cultural characteristic of users in the new documents.
These questions should be created basing on actions that
differ from culture to culture in terms of residential
interior design.
5. Results
It will be possible to create the documents to be utilized
to determine the user requirements in residential interior
American Journal of Educational Research 609
design correctly and completely in line with the
suggestions to be made within the scope of the study. The
use of these documents to be created anew will improve
the students' performance success significantly within the
purview of "Interior Architecture Design Studio" courses
within the interior design undergraduate education.
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