An Analysis of Student and Expert Perspectives on Creativity Assessment in Architectural Design Computing

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dc.authoridGüzelci, Orkan Zeynel/0000-0002-5771-4069
dc.authorwosidGüzelci, Orkan Zeynel/AAA-1794-2021
dc.contributor.authorCetin, Cagin Tanriverdi
dc.contributor.authorUnlu, Ekin
dc.contributor.authorGuzelci, Orkan Zeynel
dc.contributor.authorAlacam, Sema
dc.date.accessioned2024-06-12T10:52:28Z
dc.date.available2024-06-12T10:52:28Z
dc.date.issued2023
dc.departmentTrakya Üniversitesien_US
dc.description.abstracthe aim of this study is to investigate potential differences in how students and experts assess creativity in the context of computational design. With this aim, a teaching experiment was conducted in a master level course, namely Digital Architectural Design and Modelling (DADM). A hybrid methodology on the basis of qualitative and quantitative research techniques was employed. Data were obtained from an openended question and a structured online questionnaire. The questionnaire results were evaluated utilizing Statistical Package for Social Sciences (SPSS) software. To evaluate responses of the open-ended question, a three-fold conceptual framework comprising contextualization, actualization, and representation (CAR) was developed based on literature review of the assessment of creativity in architecture, architecture education, and computational design. The results of the comparison between the way students and experts assess creativity provided significant differences. In some criteria, involving quantitative analysis results showing similarity between students and experts in the context of creativity assessment, the developed CAR lenses have potential to reveal structural differences in the way the respondents approach creativity.en_US
dc.identifier.doi10.18537/est.v012.n024.a05
dc.identifier.endpage66en_US
dc.identifier.issn1390-7263
dc.identifier.issn1390-9274
dc.identifier.issue24en_US
dc.identifier.scopus2-s2.0-85188524739en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage55en_US
dc.identifier.urihttps://doi.org/10.18537/est.v012.n024.a05
dc.identifier.urihttps://hdl.handle.net/20.500.14551/18714
dc.identifier.volume12en_US
dc.identifier.wosWOS:001037036400006en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherUniv Cuecaen_US
dc.relation.ispartofEstoa-Revista De La Facultad De Arquitectura Y Urbanismo De La Universidad De Cuencaen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectArchitecture Educationen_US
dc.subjectComputational Design Pedagogyen_US
dc.subjectPeer Reviewen_US
dc.subjectCreativity Assessmenten_US
dc.subjectCreativity Researchen_US
dc.subjectPedagogyen_US
dc.subjectModelsen_US
dc.titleAn Analysis of Student and Expert Perspectives on Creativity Assessment in Architectural Design Computingen_US
dc.typeArticleen_US

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