Abstract
Educators and researchers in design based programs argue that a design student should be creatively active and have three-dimensional visualization ability. Yet, no study provides empirical evidence on whether such skills foster success in pre-university education and design based programs. Thus, this study aimed to empirically investigate the relation between creativity, three dimensional visualization ability, and achievement in pre-university and basic design education. For that end, the study introduced a methodology on how creativity and three dimensional visualization ability (for objects and spaces) could be measured. First grade students studying in the City and Regional Planning Department at Dokuz Eylul University volunteered to participate. Results showed that creativity and three-dimensional visualization abilities (for objects and spaces) did not affect success in pre-university education; however, three-dimensional visualization ability for objects affected success in basic design education. This study is important in describing a methodology to measure abstract concepts such as creativity and three dimensional visualization ability and bringing forth interesting future research areas such as testing whether such skills are necessary to become better designers or whether they could be improved with design education.
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