Design Thinking: Interior Architecture and Interior Design in Thailand

Abstract

This research aims to explore the aspects of design thinking of students from two different curricula: Interior Architecture (five years) and Interior Design (four years) to see what different aspects of design thinking of students from each curriculum. The research method is a survey based on quantitative approach. A questionnaire is developed from Perry scheme of intellectual development and Kolb's Experiential Learning Theory (ELT) model. 120 participants were selected from two universities. Then, both aspects of design thinking from two curricula were compared to see the difference. The findings indicate that the sophomore and the senior Interior Architecture students have similarly design thinking: they tend to be "Creative Analyzer" (Piyachat, 2014) and "Conservative Analyzer" (Piyachat, 2014). The design thinking of sophomore and the senior Interior Design students have considerably changed from diverging thinking to converging thinking that is called "Conservative Analyzer"(Piyachat, 2014) and "Conservative Acceptor" (Piyachat, 2014).The pattern of design thinking and learning style from these two curricula are different. The findings indicate that the curricula can be improved the thinking and learning styles of design students in Thailand and can be used to develop teaching and learning style for Interior Architecture and Design curricula. However, design thinking should be improved with other factors such as "Physical Environment" which the future study should be continuously explored.