Feedback in interior design studio and students’ creativity

Abstract

Feedback plays a critical role in nurturing creativity. However, according to current interior design education literature, feedback either enhances or impedes students’ creativity depending on how feedback is given. This study explores effective feedback practices that enhance students’ creativity via a case study-mixed methods approach. Data were collected from 30 students in a five-week interior design studio course at a midwestern university. The students were assigned a light fixture design project. Two independent judges rated the students’ projects for creativity using the Creative Product Semantic Scale (CPSS). Pre-and post-surveys showed that students had positive and substantial perceptions of feedback. Paired t-tests of CPSS ratings detected significant increases in Novelty. Follow-up interviews with students of high creativity revealed that effective feedback practices (a) were abundant in quantity, (b) came at the right timing, and (c) met students’ expectations.