室内设计项目中隐含概念的抄袭:存在吗?

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Arts and Humanities in Higher Education Pub Date : 2021-04-05 DOI:10.1177/14740222211007404
A. Alawad, Donia M. Bettaieb, Raif B. Malek
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引用次数: 1

摘要

设计空间可以从两个互补的结构和组成维度来解读:隐含维度和形式维度。本研究旨在回答以下问题:在设计过程中,原始想法转变的阶段是什么?利用他人内部空间的隐含维度算是灵感还是剽窃?参与者包括九名研究生,他们被要求通过应用四个设计阶段来复制他人的项目想法:想法来源、测试、选择和输出。结果表明,除非概念在设计空间的组成部分及其之间的关系层面上复制了设计空间的结构、功能和美学方面,否则就不会发生对他人作品概念的抄袭。否则,利用他人项目想法的隐含维度可能是一种灵感。研究结果有望提高高等教育中室内设计教师的意识。
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Plagiarism of the implicit concept in interior design projects: Does it exist?
Design spaces can be read in two complementary structural and compositional dimensions: the implicit dimension, and the formal dimension. This study aimed to answer the following questions: What are the phases of the original idea transformation in the design process? Does taking advantage of the implicit dimension of others’ interior spaces count as inspiration or plagiarism? Participants comprised nine postgraduate students, who were asked to copy others’ project ideas by applying four design phases: idea source, test, choice, and output. The results showed that plagiarism of the concept of others’ work could not occur unless the concept copies the structural, functional, and aesthetic aspects of the design space at the level of its components and the relationships between them. Otherwise, taking advantage of the implicit dimension of others’ project ideas can be an inspiration. The results are expected to increase awareness among interior design instructors in higher education.
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来源期刊
Arts and Humanities in Higher Education
Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
14
期刊介绍: Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.
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