인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2022.8
- 수록면
- 69 - 79 (11page)
- DOI
- 10.15187/adr.2022.08.35.3.69
이용수
초록· 키워드
Background: Previous studies have suggested that the use of tools in design improves the efficiency of the design process and the quality of the design outcomes. In light of these trends, a variety of color tools were introduced and developed for design experts. However, little attention has been paid to students’ perceptions and needs in relation to color tools. A lack of understanding of user needs for color tools could result in weak attempts to deliver useful data to users.
Methods: This study presents the results of an in-depth inquiry into students’ use of color tools in design work. A qualitative and exploratory study was conducted by means of 10 semi-structured interviews with first-year and senior students.
Results: The findings of this study included four themes: (a) students’ views on color in design, (b) students’ color-decision process, (c) students’ dissatisfactions and requirements with current color tools, and (d) types of useful color data considered by students. Students showed a consensus view on the significance of color in design to deliver target messages and to enhance their design stand out in the market. Most of the students’ color-decision processes included four stages: concept development, color data gathering, exploration, and color choice. However, two out of the 10 students reported different color-decision processes. The students delayed their color decision at the final design stage because they felt anxious and a lack of confidence about their color choice. With regard to satisfaction with the current color tools available, students reported that most tools needed improvement. Students identified three types of color data (color meaning, color trend, and color printing) as important in their design process. Preferred tool types and various ideas for color tools were also suggested.
Conclusions: There is a gap between what students need from color tools and what the existing color tools provide. The findings indicate that available color tools may not be suitable for educational purposes.
상세정보 수정요청해당 페이지 내 제목·저자·목차·페이지Methods: This study presents the results of an in-depth inquiry into students’ use of color tools in design work. A qualitative and exploratory study was conducted by means of 10 semi-structured interviews with first-year and senior students.
Results: The findings of this study included four themes: (a) students’ views on color in design, (b) students’ color-decision process, (c) students’ dissatisfactions and requirements with current color tools, and (d) types of useful color data considered by students. Students showed a consensus view on the significance of color in design to deliver target messages and to enhance their design stand out in the market. Most of the students’ color-decision processes included four stages: concept development, color data gathering, exploration, and color choice. However, two out of the 10 students reported different color-decision processes. The students delayed their color decision at the final design stage because they felt anxious and a lack of confidence about their color choice. With regard to satisfaction with the current color tools available, students reported that most tools needed improvement. Students identified three types of color data (color meaning, color trend, and color printing) as important in their design process. Preferred tool types and various ideas for color tools were also suggested.
Conclusions: There is a gap between what students need from color tools and what the existing color tools provide. The findings indicate that available color tools may not be suitable for educational purposes.
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목차
- Abstract
- 1. Introduction
- 2. Theoretical background
- 3. Methods
- 4. Results
- 5. Discussion
- 6. Conclusion
- References
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