Seeing and discovering: how do student designers reinterpret sketches and digital marks during graphic design ideation?

This paper discusses and examines the impact that design tools have on reinterpretation during graphic design ideation activity. It discusses the vital role that reinterpretation plays in the design process and reviews existing empirical studies concerning reinterpretation. It also discusses broadly the differences in ambiguity levels of conventional paper-based sketches and digital tools. The paper presents results of an experiment designed to capture and compare instances of reinterpretation by student designers. The results suggest that, while students are capable of reinterpreting the digital marks as other forms, they are less successful at turning those new digital forms into new ideas. It would appear that whilst not causing reinterpretation, paper-based sketches, more than digital tools, can support the vital process of reinterpretation that generates new ideas.