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dc.contributor.authorUral, S. E.en_US
dc.contributor.authorAkbay, S.en_US
dc.contributor.authorAltay, B.en_US
dc.date.accessioned2018-04-12T10:39:00Zen_US
dc.date.available2018-04-12T10:39:00Zen_US
dc.date.issued2017-04en_US
dc.identifier.urihttp://hdl.handle.net/11693/36413en_US
dc.description.abstractColor comprises both subjective and objective aspects within its contextual nature. Research on color design tends to explore this seemingly contradictory concerns from theoretical point of view, as well as architectural and design practice. The aim of this study was to observe subjective, intuitive or heuristic and objective, knowledge‐based or analytical attitudes toward color in design education. In the study 84 introductory design students were surveyed progressively to understand their color decision criteria after completion of three 2‐dimensional colored exercises, specific in terms of color education. Students' responses to open‐ended questions were coded according to the 5 categories, under 2 decision making processes derived from the literature; heuristic approach: preferential and symbolic criteria, and analytic reasoning: formal, thematic, and systematic criteria. A distinction between associative and emotional aspects of symbolic criteria was also revealed by the data analysis. The findings showed a shift from heuristic responses to analytic reasoning, as expected. Additionally, it is also investigated that students not only used heuristic approaches but also analytical components (formal and systematic) of color decision making in varying degrees as well, even before any color subjects covered. Thematic color decisions became a major part of the students' design considerations upon completion of color subjects. The observed increase in the number of color criteria interrelated by the students' among almost all categories explicated a complex decision making process particularly in color design and education. These findings were expected to lead to some further understanding in color decision making in design.en_US
dc.language.isoEnglishen_US
dc.source.titleColor Research and Applicationen_US
dc.relation.isversionofhttps://doi.org/10.1002/col.22129en_US
dc.subjectBasic designen_US
dc.subjectColor decision makingen_US
dc.subjectDesignen_US
dc.subjectDesign educationen_US
dc.subjectIntroductory design educationen_US
dc.subjectColoren_US
dc.subjectConcrete pavementsen_US
dc.subjectDecision makingen_US
dc.subjectDesignen_US
dc.subjectEducationen_US
dc.subjectHeuristic methodsen_US
dc.subjectKnowledge based systemsen_US
dc.subjectAnalytic reasoningsen_US
dc.subjectDecision criterionsen_US
dc.subjectDecision making in designen_US
dc.subjectDecision making processen_US
dc.subjectDesign considerationsen_US
dc.subjectDesign Educationen_US
dc.subjectHeuristic approachen_US
dc.subjectOpen-ended questionsen_US
dc.subjectStudentsen_US
dc.subjectColoren_US
dc.subjectDecision Makingen_US
dc.subjectDesignen_US
dc.subjectEducationen_US
dc.titleProgression of color decision making in introductory design educationen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage849en_US
dc.citation.epage860en_US
dc.citation.volumeNumber42en_US
dc.citation.issueNumber6en_US
dc.identifier.doi10.1002/col.22129en_US
dc.publisherWileyen_US
dc.embargo.release2018-12-01en_US
dc.identifier.eissn1520-6378en_US


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