Author Information
Jo Wen Peng, Tatung University, TaiwanLi-Chieh Chen, Tatung University, Taiwan
Abstract
This study explores how integrating reflective learning experiences into 3D software instruction can enhance creativity in residential space design. Although 3D software has become a fundamental skill in interior design education, technical proficiency alone does not necessarily lead to creative design outcomes. Therefore, this research examines the relationship between students' reflection on the 3D software learning process and their creative performance in residential space design. The study was conducted within interior design-related courses, where students developed 3D models based on residential design themes. Data were collected through mid-term design projects, reflective learning worksheets, and design performance assessments. The analysis focused on how students linked software learning experiences to design decisions and daily life contexts to examine the role of reflection in design creativity. Results show that students with higher creative performance moved beyond basic software operations to engage in deeper reflective thinking during the design process. These students actively searched for design precedents or imagined usage scenarios to infer user lifestyles, established clear design styles, considered psychological reactions triggered by spatial configurations, and explored material and color combinations to shape the overall spatial image. The findings indicate that design creativity stems from the integration of reflective learning, life experience, and design thinking, rather than simple technical skills. Therefore, integrating reflection-oriented learning strategies into 3D software instruction can effectively support the development of meaningful and creative spatial design outcomes.
Paper Information
Conference: ACCS2026Stream: Education / Pedagogy
This paper is part of the ACCS2026 Conference Proceedings (View)
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