Harmony in Diversity: Exploring Eclectic Chair Designs through Deep Neural Networks Analysis in Interior Design Education

Although research has been a topic of discussion for the past few decades within the academy, how interior design educators view research has not been examined. The purpose of this investigation was to survey interior design faculty who are members of the Interior Design Educators Council (IDEC) to determine (1) their definitions of research and programming, (2) their perceived value of research in interior design practice and education, (3) their perceptions of who should conduct research, (4) the degree to which they are engaging in research, and (5) how they are incorporating research into the classroom. Sixty–five faculty members responded to the online survey that consisted of three open–ended questions, 20 questions using a Likert Scale, and questions documenting demographic information. The results indicated that the faculty who responded did not have a working definition of research or programming, and a number of faculty members did not clearly understand the difference between the two. Although 27% of the sample responded that research involved discovery or moved the field forward, another 20% defined research solely as information gathering. The educators in this study valued research, and 80% believed that research findings provide useful information to the profession. Yet, many of the subjects in this study were unclear on whether interior design educators, practitioners, or specialists in other fields should be conducting interior design research. The majority of subjects valued what research could bring to the student during the design process, yet there was hesitation on whether undergraduate students should be taking research–related coursework.

Research on Teaching about Three Dimensional Effect Chart

Virtual reality technology has been used in many aspects of life, and its exploratory use in interior design teaching has also achieved better results. The purpose of this paper is to analyze the characteristics of interior design teaching and the features of virtual reality technology and to design the application of virtual reality technology in interior design teaching ideas. Virtual reality technology is mainly used in the display of works. Students can have an immersive experience through the simulation of indoor space scenes in order to better understand the teaching content. This paper describes the presentation process of the simulated indoor space scene, which is presented through perspective projection, which presents a three-dimensional stereo image through graphic transformation. According to the teaching practice to verify the application effect of virtual reality technology in interior design education, using controlled experimental method to verify the effect of virtual reality technology on the cultivation of students’ artistic design thinking, and finally analyzing the students’ satisfaction with the application of virtual reality technology and interior design education through questionnaires. 68% of the students said that virtual reality technology is very helpful for their independent learning ability, and 71% of the students said that virtual reality technology can cultivate art and design thinking and improve classroom attention. It shows that virtual reality technology plays a facilitating role in interior design education.

With the rapid advancement of technology, the application of augmented reality (AR) in the field of education has become increasingly widespread, especially in the field of interior design education, where its potential is gradually being recognized and utilized. This study aims to explore the innovative applications of AR technology in interior design education and its impact on learner experience, with a special focus on feature matching optimization for AR-based interior design educational scenarios and virtual fusion display technology tailored for these scenarios. Through an in-depth analysis of the current application status and challenges of AR technology in interior design education, this study identifies that while AR technology offers new possibilities for teaching, there are still deficiencies in matching teaching content and methods, limitations of technological application, and the depth and breadth of learner experience. To address these issues, the study proposes optimization strategies and validates their effectiveness in enhancing teaching outcomes and learning experiences through experimentation. This paper not only expands the research on the application of AR technology in interior design education but also offers new ideas and methods to improve the quality of education and learning efficiency.

Anticipating the year 2000 is a popular activity in the early years of the 1990s. This article presents perceptions about current and possible future trends and how these could influence and challenge the interior design profession and interior design education. Changing population, social structure, cultural values, economics, technology, and resources will influence the future course of any profession and education. Interior design will become more technical, complex, and specialized, and at the same time it will be more valued and creative. Within the context of technology and aesthetics, it is suggested that interior design continue its unique identity through a humanistic approach. To respond to global and professional changes in the new millennium, interior design education should experience modifications in substantive content, pedagogy, students, and formal structure. In the process of change, the relationship between education and the profession needs revision. All of this will take energy and creativity to develop and execute during the next decade.

In Belgium, as in many countries around the world, the development of interior design education happened in relative simultaneity to the development of the discipline of industrial design. Both disciplines particularly experienced a boost in the decades after WWII and tapped into – and contributed to – the increase in furniture design productivity of the 1950s. This begs the question of how these neighboring disciplines interacted and informed one another. This research investigates how interior design education explored ties with industrial design from the 1930s to the 1980s by examining the interior design atelier at La Cambre in Brussels. The school, established by Henry Van de Velde in 1927, boasts both the first industrial design and interior design programs in Belgium, and would group the two ateliers in a distinct institute in 1979, further fostering their affinity. Through archival research, this article argues that the close collaboration between industrial design and interior design at La Cambre was facilitated by at least three major events: Belgium’s national uniformization of architecture education in 1936, the appointment of designer Christophe Gevers as the interior design atelier chair in 1959, and the educational reforms of the late 1970s.

Maurice Merleau-Ponty’s philosophy of spatial perception, grounded in the body’s multisensory engagement with its surroundings, offers a robust theoretical basis for fostering deeper spatial awareness in interior design education. Drawing upon this framework, the present study investigates the extent to which virtual reality (VR) environments can reproduce selected dimensions of embodied spatial perception. A total of 22 interior design students at Cyprus International University experienced two distinct spaces in both physical and VR modalities. Data were collected through semi-structured interviews and mental mapping techniques, analytically designed around Edward Relph’s “three components of place” model. The findings demonstrate that VR can convey key conceptual spatial attributes including organization, scale, and atmosphere, yet it only partially approximates the sensory depth and bodily salience afforded by physical experience. Although sensory constraints and reduced corporeal engagement in VR limited the students’ holistic comprehension of the spaces, the virtual environments nonetheless supported the development of phenomenological sensitivity to spatial qualities. Overall, the study suggests that VR holds potential as a complementary medium for cultivating body-centered phenomenological awareness in interior design education.

With the rapid development and progress of science and technology, computer information technology is widely used by all walks of life and it involves all aspects in life. In recent years, with the advent of the information age, it has brought certain development opportunities to the teaching of interior design in China. Digital technology has been introduced into the teaching of interior design, thus changing the original teaching mode and content, in order to improve the teaching quality and efficiency of the interior design specialty. This article mainly analyzes the application and advantages of digital technology in the teaching of interior design, and suggests application strategies in this context, hoping to provide reference to relevant personnel.

The rapid evolution of artificial intelligence (AI) has fundamentally transformed the role of design tools, extending their function beyond conventional applications to become linguistic interfaces that mediate and structure cognitive and communicative processes in design. This study critically examines the reconfiguration of AI-driven design tools within interior design education, foregrounding their role as discursive agents in design communication. Through an in-depth analysis of an AI-based workshop conducted with interior design students, the research investigates how linguistic engagements with AI systems influences decision-making, conceptualization, and procedural methodologies within the design process. The findings reveal a shift from traditional design heuristics toward a linguistically embedded computational paradigm, elucidating how AI-generated textual and visual interactions inform cognitive schemata and foster epistemic innovation in design education. The study argues that AI-driven design tools not only enhance visualization capabilities but also act as cognitive co-agents that refine and articulate linguistic constructs within design discourse. By proposing an integrative framework for embedding language-oriented AI applications into interior design pedagogy, this research advances a reconceptualization of digital design engagement and advocates for a deeper integration of computational linguistics into design cognition and practice.

Spatial ability—the ability to represent, transform, and manipulate two–dimensional (2D) or three–dimensional (3D) information—is vital in solving everyday problems; however, compared to the well–known role of spatial ability in engineering or science, little is known about its role in interior design performance. In addition, the mismatch of reported male outperformance on general spatial ability tasks and absence of gender difference in design performance prompt questioning on whether interior design requires a specific type of spatial ability that general spatial ability tests may not sufficiently measure. Thus, the purpose of this study was to understand the details of spatial ability and their relationship with students’ interior design performance. In order to clarify the particular spatial proficiency required for interior design, the following test tools were used: (1) general spatial ability tests and (2) the Architecture and Interior design domain–specific Spatial Ability Test (AISAT), developed for this study. The spatial ability scores of 40 interior design majors at one university in South Korea were compared with the scores they received from three experts on design projects they completed. Results show that (1) 2D–to–3D visualization proficiency on the AISAT correlated with both the originality and three–dimensional quality of the design product, (2) 2D–to–3D visualization proficiency predicted both the originality and 3D quality of the design product, and (3) male outperformance was found only in general spatial ability. Results highlight the necessity to nurture 2D–to–3D visualization proficiency for the improvement of design performance in interior design education.

Today's interior design education is twofold and evidence‐based, building on theoretical foundations and integrating methods and findings from empirical research to create built environments that support occupant health, safety and well‐being. While storytelling has been a valuable design method in education, it alone may lack the structure necessary to address the complex constraints and regulatory requirements in advanced‐level interior design courses. This article demonstrates how symbolic interactionism can provide students with a structured framework for designing large‐scale multi‐occupancy interiors while balancing meaning and practicality. Drawing from its intellectual heritage in pragmatist and interpretive traditions, symbolic interactionism offers educators a theoretical foundation for teaching how individuals engage with symbols and meanings in human–human and human–environment interactions that shape social narratives and place identities. The article first examines current gaps in academic standards regarding social interaction and place identity. It then presents an overview of symbolic interactionism and proposes a framework for its application in interior design education. Two case studies of student projects illustrate the framework's effectiveness: one exploring undocumented youth housing and another developing a facility for intimate partner violence survivors. These projects demonstrate how the symbolic interaction framework guides spatial planning while effectively integrating complementary methodologies to address specific user needs. This article contributes to design education by providing educators with a structured approach to teaching inclusive design that bridges theoretical insights with practical applications.

Artificial Intelligence (AI) techniques have become popular in architecture and design, and several studies have focused on using these technological advancements to solve various architectural problems. AI is used in various architectural design applications, from intelligent material composition to layout solutions, and it is also vital in supporting the architecture and design education mechanism. A comprehensive understanding of literature is necessary to use these powerful tools in education adequately. This is due to the large volume of research being created and disseminated on this subject as well as the increasing application of AI techniques to address various education design-related questions. This article offers a comprehensive and critical assessment of the study of artificial intelligence applications in architecture and interior design education as a course application in the history of architecture and interior design. The study's conclusions indicate that AI's implications in architecture and design re-imagination are beneficial; however, it was concluded that AI- in its current phase- cannot replace human input and perspective. The students' feedback indicates that critical thinking skills cannot be replaced, and AI complements but doesn't replace their intellect.

Objective The primary objective of the project was to compare the current use of three–dimensional (3D) computer–aided design (CAD) by practicing interior designers with what is being taught in interior design programs in colleges and universities. Information on the current state of computer use by both groups also was gathered. Research Design A survey of interior design educators and practitioners was completed using two questionnaires. The first was mailed to 300 Interior Design Educators Council (DEC) corporate members. The second was mailed to 300 International Interior Design Association (IIDA) members. A response rate of 34% and 40% respectively was achieved. Analysis Frequencies of responses were compared to determine similarities between the two groups. Key Findings Educators responded that 96% of their students used two–dimensional (2D) CAD software to complete all or part of their assigned projects, while 70% of practitioners responded that they regularly used 2D software. Sixty–five percent of educators taught students how to produce 3D objects and wireframe perspectives using CAD software while 49% of practitioners created 3D wireframes. Forty percent of educators and 35% of practitioners created computer–rendered scenes that included the addition of materials and lights. Eighty–three percent of educators and 78% of practitioners believed that computer–rendered perspectives were an important communication tool between interior designers and clients. Eighty–nine percent of educators and 74% of practitioners felt that experience with 3D CAD made students more marketable within the profession. Conclusion The majority of students appear to be adequately prepared in 2D CAD. Educators should continue educating in 3D CAD software as it appears to be a design tool valued by practitioners as well as educators.

Concern over the environmental impact resulted from the overused of the natural resources to fulfill human needs are increasing in recent years. In order to minimize the negative effects on the environment, the understanding of sustainability consciousness in interior design therefore stimulates the basic needs to practice considerate usage of electricity, water, materials, and resource quality. A systematic literature review (SLR) offers an overview of topics to clearly define and help select the issues that are potentially applicable from one or more research questions identified. It involves diligent scanning of databases and keywords in an electronic search engine. Through this SLR analysis, despite having comprehensive general research on sustainable interior design, it is found that exposure to sustainability issues in interior design education in Malaysia has a minimal number of direct research results. This indicates that a research gap can clearly be established in the body of knowledge, contributing to the further improvement of research aims and research questions. It is proposed that in order to establish awareness of better environmental development for future generations, early integration of sustainability issues into interior design education is vital. For instance, education on knowledge of sustainability, understanding, or the incorporation of environmental issues may lead to adequate practicality for sustainable interior design.
 Keywords: Systematic literature review, sustainability, interior design, education, Malaysia.

The relationship between interior design education and practice is a strong one. It is well recognized that competence in interior design is acquired and verified through a sequence of education, experience, and examination. The objective of this evaluation is to review material relating to this three–step process. Included in the review are articles on competencies, the updated definition of interior design, the Foundation for Interior Design Education Research (FIDER) standards, the National Council for Interior Design Qualification (NCIDQ)Educational Testing Service (ETS) job analysis study, the proposed internship development program, the NCIDQ examination, and continuing education requirements. Information presented herein provides a comparison of subject content and identifies a common body of knowledge in interior design. By synthesizing this material, a clear picture of the relationship between education and practice is formed. It is through this close integrated relationship that the future is shaped and parameters of the profession are established.