A Comparison of Learning Experience, Workload, and Outcomes in Interior Design Education Using a Hand or Hybrid Approach

Abstract

This exploratory study examined interior design projects developed using conventional hand techniques and a hybrid tool set of digital and nondigital media for differences in the learning experience, workload, and design outcomes. Two groups of students were randomly assigned to either a hand‐generated section or a hand‐and‐digital section. They were asked to design a residential unit within a given village site. Following presentation of the designs, students rated the effectiveness of visualization and the workload of using each tool set, and professional evaluators rated the design solutions on esthetical, functional, environmental, and viewing aspects. Overall, the performance outcomes were ranked higher for the hybrid group on three of four outcomes. The evaluators also rated the combined use group outcomes higher than the hand‐only group. These findings suggest that the hybrid design approach has a productive place in the interior design curriculum and practice. Future research with larger samples and more sophisticated technology is needed to fully examine the potential for integrating mediated tools into the interior design profession.