Abstract:

This research endeavors to investigate the phenomenon of student creativity through their lived experiences with Building Information Modeling (BIM). The ongoing debate regarding BIM's impact on creativity—whether it acts as a suppressant or enhancer—prompted this phenomenological inquiry. Data collection involved semi-structured interviews with two graduate students specializing in interior design from two distinct North American universities. A post-reflection journal was employed for in-depth data analysis.
Targeted towards pedagogical designers and educators in interior design, the study's findings emphasize that an effective design foundation is established through comprehensive research for inspiration during the programming phase, alongside a well-defined design problem. A strong conceptual framework significantly benefits the design and creative process. Furthermore, students report heightened development in their designs when they experience a sense of ease and organization, successfully achieving virtual reality through BIM. Feedback is identified as a crucial element influencing the design process, aiding in substantial design refinement. Consequently, this study presents potential implications for evolving teaching methodologies within interior design, particularly in nurturing design thinking and problem-solving skills.