Abstract
This study investigates the phenomenon of sketch inhibition in East Asian design education contexts through a grounded theory approach, exploring how cultural, institutional, and technological factors shape students' utilization of sketching as a design thinking tool. Through systematic analysis of in- depth interviews with 41 participants from China, Japan, and cross-cultural backgrounds—including design educators (n=11), industry experts (n=12), and students (n=18)—this research reveals unique manifestations of sketch inhibition distinct from Western contexts. The study employs rigorous open, axial, and selective coding procedures to construct a theoretical framework capturing the multidimensional nature of sketch inhibition in East Asia. Key findings indicate that East Asian students often exhibit "formalized use" of sketching, treating it as a presentation tool rather than a thinking medium, influenced by perfectionism, collectivist pressures, and exam-oriented educational systems. The research identifies three core categories: "Disconnection between Value Cognition and Practice" (educators), "Balance between Functional Cognition and Cultural Adaptation" (industry experts), and "Lack of Sketch Confidence under Multiple Interwoven Factors" (students). Comparative analysis with Western frameworks reveals that cultural factors in East Asia operate as independent, core influences rather than implicit background conditions. This study contributes to design education by providing culturally sensitive insights for developing effective pedagogical interventions and expanding existing sketch inhibition theory beyond Western-centric perspectives.
Keywords
Sketch Inhibition; Design Education; East Asian Culture; Grounded Theory Approach
DOI
https://doi.org/10.21606/iasdr.2025.1062
Citation
Zhenyu, M., University, M.A.,and Man, W.(2025) Cultural Manifestations of Sketch Inhibition in East Asian Design Education: A Grounded Theory Approach, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1062
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Cultural Manifestations of Sketch Inhibition in East Asian Design Education: A Grounded Theory Approach
This study investigates the phenomenon of sketch inhibition in East Asian design education contexts through a grounded theory approach, exploring how cultural, institutional, and technological factors shape students' utilization of sketching as a design thinking tool. Through systematic analysis of in- depth interviews with 41 participants from China, Japan, and cross-cultural backgrounds—including design educators (n=11), industry experts (n=12), and students (n=18)—this research reveals unique manifestations of sketch inhibition distinct from Western contexts. The study employs rigorous open, axial, and selective coding procedures to construct a theoretical framework capturing the multidimensional nature of sketch inhibition in East Asia. Key findings indicate that East Asian students often exhibit "formalized use" of sketching, treating it as a presentation tool rather than a thinking medium, influenced by perfectionism, collectivist pressures, and exam-oriented educational systems. The research identifies three core categories: "Disconnection between Value Cognition and Practice" (educators), "Balance between Functional Cognition and Cultural Adaptation" (industry experts), and "Lack of Sketch Confidence under Multiple Interwoven Factors" (students). Comparative analysis with Western frameworks reveals that cultural factors in East Asia operate as independent, core influences rather than implicit background conditions. This study contributes to design education by providing culturally sensitive insights for developing effective pedagogical interventions and expanding existing sketch inhibition theory beyond Western-centric perspectives.