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This paper discusses how interior design students' responsiveness to feedback about their design can affect their creative performance. By examining the recorded conversations between critics and students in a third-year interior design studio at a Midwest university and comparing those results to students' outcomes, the authors aim to gain insight on students' learning processes. These findings can form a foundation for design educators to advance curriculum, engage students and develop teaching techniques.
... The teacher will check student learning outcomes after carrying out learning with scaffolding. Thus, when the teacher checks the student understanding, they utilise responsiveness to straighten out students' conceptual and procedural understanding that are considered as wrong (Amin, 2017;Ardiawan, 2016;Hoa Vo and Abimbola O. Asojo, 2018). Response is the term for question and answer activities which are carried out at the end of learning. ...
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This study aims to determine the differences in teaching with responsiveness and expository to conceptual and procedural understanding. Achievement motivation aims to describe the characteristics of students. The method in this study is Quasy Eksprimen Design. Data collection utilises interviews, tests, and questionnaires. The data analysis technique used is a multivariate analysis test. The results of the data analysis are (1) students taught by scaffolding with a relatively good expository obtained an average of 69.43 (2) students taught by scaffolding with a relatively better response obtained an average of 77.81. It can be concluded that the learning outcomes obtained through scaffolding with responsiveness better impact than through scaffolding with expository.
... The CEO formative feedback included the pros and cons of students' sketches and further support for students' decisions. Hence, feedback content held quite constant between students and studios [22]. The central hypothesis derived from these initial findings. ...
Conference Paper
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The effect of feedback as an educational tool to nurture creativity varies via circumstances. My dissertation will propose an authentic-performance-based investigation of effective practices of feedback on creativity in an interior design studio. The primary work found that students with high feedback receptivity outperformed in creativity. The next step is examining the smaller percentage of those with low feedback receptivity but still achieved decent creative outcomes.
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