Tracing design students’ affective journeys through reflective writing

Koray Gelmez*, Humanur Bagli

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)


Affection in learning embraces emotions, attitudes, values and beliefs that emerge during the learning process, and it is a vital and hidden element of learning. Studies focusing on affective, or emotional, aspects of design learning in the context of design education underscore the significance of the affective process and inform us of the connection between the creative dimension and emotions during a design activity. To this point, this paper addresses the following research question: to what extent does reflective writing disclose design students’ affective journeys throughout a semester? An empirical study is conducted to observe first-year industrial design students’ affective processes during a semester using their structured reflective diaries. The longitudinal study results show that the students exhibit certain tendencies in terms of the affective processes throughout a semester. The findings of this study are discussed in reference to peak points, anomalies and tendencies of the affective processes observed based on excerpts from the diaries. It is concluded that affective responses in design learning are multidimensional and wide-ranging.

Original languageEnglish
Pages (from-to)1061-1081
Number of pages21
JournalInternational Journal of Technology and Design Education
Issue number4
Publication statusPublished - 1 Dec 2018

Bibliographical note

Publisher Copyright:
© 2017, Springer Science+Business Media B.V.


Acknowledgements We would like to express our gratitude to Prof. Dr. Murat Günel, Assoc. Prof. Dr. S¸ebnem Timur Ög˘üt and Assist. Prof. Dr. Özge Merzali C¸elikog˘lu for their invaluable comments. We are grateful to the anonymous reviewers for their constructive critiques, which helped us to improve the manuscript substantially. We would also like to thank the students who participated in our study. As a part of a Ph.D. thesis, this study was supported by Istanbul Technical University (ITU) Scientific Research Projects (BAP).

FundersFunder number
Istanbul Teknik Üniversitesi


    • Affection
    • Design education
    • Design pedagogy
    • Emotion
    • Industrial design
    • Reflective writing


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