Numerous generations are found in today's classroom ranging from Baby Boomer and Generation X instructors to Millennial and Generation Z students. While Generation Z comprises almost 80% of the student population among accredited interior design programs, little is known about their knowledge acquisition. Thus, the purpose of this study was to investigate the dominant learning styles among undergraduate interior design students of Generation Z. Following the work of Watson and Thompson, the Gregorc Style Delineator, a self-report instrument to determine learning style, was completed by 466 undergraduate interior design students enrolled in 14 Council for Interior Design Accreditation programs located across the United States. The findings indicate that interior design students have diverse learning styles, and it is particularly notable that a majority of participants are bimodal (n = 258; 55.4%). The most common learning style found was the combination of Concrete Random and Abstract Random (i.e., learners who are emotional and imaginative and enjoy holistic experiences with trial and error approaches and exploration). The second most common learning style was the unimodal Concrete Sequential (i.e., students who enjoy experiential activities and step-by-step processes). Surprisingly, Generation Z's educational characteristics have not changed much compared to students of the past with the exception of an increase in trimodal styles. Overall, this study's results can help evaluate and design the best methods to facilitate instruction that supports students' learning preferences to enhance educational outcomes.

中文翻译：

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Z世代室内设计专业学生的主导学习方式

从婴儿潮一代和 X 一代的教师到千禧一代和 Z 一代的学生，今天的课堂上出现了无数代人。虽然 Z 世代在认可的室内设计课程中占学生人数的近 80%，但对他们的知识获取知之甚少。因此，本研究的目的是调查 Z 世代本科室内设计学生的主要学习风格。在 Watson 和 Thompson 的工作之后，Gregorc Style Delineator 是一种确定学习风格的自我报告工具，由 466 完成本科室内设计学生参加了位于美国各地的 14 个室内设计委员会认证计划。调查结果表明，室内设计专业的学生有不同的学习方式，n  =≤258; 55.4%）。发现的最常见的学习方式是具体随机和抽象随机的结合（即，情绪化和富有想象力的学习者，享受通过试错法和探索的整体体验）。第二个最常见的学习方式是单峰的具体顺序（即喜欢体验活动和循序渐进过程的学生）。令人惊讶的是，Z世代的教育特征与过去的学生相比并没有太大变化，只是三峰式风格有所增加。总体而言，这项研究的结果可以帮助评估和设计最佳方法，以促进支持学生学习偏好的教学，从而提高教育成果。