Abstract
Design juries are a critical component of design education, offering students a platform to present their work and receive feedback to enhance their skills and projects. Additionally, they serve as assessment tools for design educators, evaluating student progress and understanding their strengths and areas for improvement. This article explores the evolution of students' emotional responses to design juries from the 1st to the 4th grade and their role in design education, addressing a gap in the existing literature that lacks studies on these changes over time. To understand the perceptions of the students, a phenomenological approach was used, and the phenomenon was identified as “design jury". The data obtained through semi-structured interviews with 16 students, 8 from the 1st grade and 8 from the 4th grade, were analyzed with content analysis. As a result of the analysis, looking at the distribution of emotions, anxiety ranked first with 28.6%, followed by gratitude with 17.3%. When comparing the first grade and 4th grade, no marked differences were found. In addition, a personification question was asked about the students' perceptions of the jury, and the answers given were visualized using artificial intelligence.
DOI
https://doi.org/10.21606/drslxd.2025.088
Citation
Cosar, E.,and Gelmez, K.(2025) Anxiety, gratitude and beyond: Emotional journeys of design students through design juries, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.088
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Full Paper
Anxiety, gratitude and beyond: Emotional journeys of design students through design juries
Design juries are a critical component of design education, offering students a platform to present their work and receive feedback to enhance their skills and projects. Additionally, they serve as assessment tools for design educators, evaluating student progress and understanding their strengths and areas for improvement. This article explores the evolution of students' emotional responses to design juries from the 1st to the 4th grade and their role in design education, addressing a gap in the existing literature that lacks studies on these changes over time. To understand the perceptions of the students, a phenomenological approach was used, and the phenomenon was identified as “design jury". The data obtained through semi-structured interviews with 16 students, 8 from the 1st grade and 8 from the 4th grade, were analyzed with content analysis. As a result of the analysis, looking at the distribution of emotions, anxiety ranked first with 28.6%, followed by gratitude with 17.3%. When comparing the first grade and 4th grade, no marked differences were found. In addition, a personification question was asked about the students' perceptions of the jury, and the answers given were visualized using artificial intelligence.