MBTI성격유형과 공간디자인 프로세스 선호도의 상관관계 연구

Abstract

(Background and Purpose) The main focus of learning in spatial design is acquiring a series of design processes, achieved through cooperation with diverse individuals, to identify issues, find solutions, and express optimal outcomes suitable for the target and purpose of the space. In the practical process of spatial design, individual personality types or preferences can lead to a focus on specific practical processes, or conversely, a lack of interest, resulting in an imbalance in acquiring the design process flow, and can also affect teamwork dynamics with members of diverse inclinations. This study focuses on what jobs students majoring in architectural design prefer in conducting practical classes for team projects and how they correlate with their MBTI tendencies. Through this correlation analysis, the main purpose is to find ways to efficiently design classes for team projects. (Method) As a research method, a survey was conducted among 89 third-year students majoring in spatial design, which included the MBTI personality test and individual preferences for spatial design processes. The difference in spatial design process preferences based on MBTI personality type was examined through ANOVA using the SPSS 21.0 program. (Results) The Extraversion(E)-Introversion(I) types showed differences in Site Analysis, research, Panel Presentation, and Organized project output data. Also, the Sensing(S)-Intuition(N)types had marked differences in idea development, ALT analysis, and 3D simulation. The Thinking(T)-Feeling(F) types marked differences in conceptual design. The Judging(J)-Perceiving(P) types had differences in Site Analysis, and 2D CAD drawing. Through the results of the analysis, this study aims to obtain methodological insights for their application in an efficient pedagogical approach within the design process of team projects. (Conclusions) As a result of this study, it was found that the characteristics of MBTI personality types include traits that are contextually similar to those required in the design process. In a team project, a teaching method can be proposed to form teams by evenly distributing team members with different personality types and to guide them to proceed with a focus on design processes preferred based on their personality types. This approach is expected to solve issues arising from unclear roles among team members and to enhance the quality of the project outcomes by inspiring team members’learning achievements and self-confidence.