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Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/398

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End date: 2023Publisher: search.filters.publisher.Wiley

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  • Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Progression of Color Decision Making in Introductory Design Education
    (Wiley, 2017) Ural, Sibel Ertez; Akbay, Saadet; Altay, Burcak
    Color 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.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Construing Colours Using Repertory Grid Technique: an Idiographic Approach in Colour Perception
    (Wiley, 2022) Akbay, Saadet; Borekci, Naz A. G. Z.
    This article offers an alternative methodological approach to the exploration of subjective experiences by studying individuals' personal views of perceived colours. The study aims to investigate the construals of individuals related to perceived colours using an idiographic approach. The subjective approach proposed is based on the theory of personal construct psychology and the methodology of the repertory grid technique. A repertory grid experiment was conducted to determine individuals' ways of construing colours and examine the collective understanding of the content and structure of individuals' construals concerning perceived colours. Sixty undergraduate students participated in the experiment, yielding 60 different repertory grids that included a number of personal constructs indicating the construal process of participants in differentiating between 11 basic colours. Participants produced their own semantic bipolar dimensions for comparing the perceived colours and creating differential ratings according to their personal constructs. The elicited data were evaluated using qualitative content analysis to understand the differences between individual systems of constructs and investigate the commonality of shared constructs relating to colours. The data were also analyzed quantitatively to investigate the common structure of and interrelationship between elicited constructs and perceived colours. The outcomes have the potential to contribute to academic and practical knowledge concerning colour perception, as well as encouraging further studies with an idiographic approach.
  • Article
    Progression of color decision making in introductory design education
    (Wiley, 2017) Ural, Sibel Ertez; Akbay, Saadet; Altay, Burçak
    Color 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.