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 Perceived Design Value through the Lens of Generation Z

Aija Freimane

Postdoctoral researcher, Associate Professor

This research addresses the perceived design value of Generation Z (Gen Z) and indicate design
transformation from a result to the key method of defining problems and challenges. The design-
conception process should be articulated for the best solution, with analytically informed design-
led practice moving the design paradigm and design thinking process towards design
mindfulness. Deeply rooted in defining a real need or problem, this approach involves
continuous mindful action in the development and reformulation of the questions why, how, and
who, particularly asked by Gen Z’s. We all are continuously bombarded with new products and
services, which causes us to doubt the ongoing process towards sustainability. This study
investigated Gen Z’s perceived design value through 50 open-ended, qualitative online
interviews and contributes to the development of a new design theory and framework to
determine the value of design and to redefine the design thinking process as perceived by Gen Z.
It proposes attributes that identify Gen Z’s perceived design values, and it articulates and
systemizes these perceptions, thus contributing to improved development of products and
services, including design education. It also analyses Gen Z’s learning environment and needs
in continuously changing external context.

Keywords: perceived design value, Generation Z, design process

Introduction

The Silent Generation, the Baby Boomers, Generation X, Millennials or Generation Y,

and Generation Z (Gen Z) denote the various current demographic cohorts based on birth year;

experienced economic, political, and social events; values; attitudes; and behavior. In

psychology, it is assumed that a generation covers 20 years and is typically bound by significant

events in the cohort’s country or region (Codrington, 2008). The examination of societal groups

is a useful way to assess and understand economic, technological, and societal impacts and

allows for analysis of upcoming trends (Cagle, 2018). This paper analyzes perceived design

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value, visual and aesthetic sense and the learning environment particularly of Gen Z’s in the

context of Latvia.

The years following the millennium mark not only significant economic and historical

development as not only Latvia joined the European Union but also experienced rapid increases

in access to technologies such as personal computers, nationwide connectivity to the one of the

fastest internets in the world, and the use of mobile telecommunication networks in everyday

life. This post-millennium period created a shift in culture and behavior (Cagle, 2018).

External context and the way information is received and processed form today’s society

and economy and will drive them in the future. Design thinking as a particular approach to

creatively solving problems evolved in 1960’s and was formed by Greatest and Silent

generations. As external context is changed dramatically and thus also society, the methods,

thinking and doing processes. Empirical and qualitative research is a background of forming

analytically informed design-led mindfulness as a paradigm preferable to design thinking for

Gen Z.

Methodology

Theoretical research provides structured information and understanding of Gen Z’s

perceptions, learning practices, visual and aesthetic senses, and experience as value formations.

It constructs and supports the underlying principles and uncovers differences in how Gen Z

perceive values of product and service design.

In the current study, Gen Z’s perceived design value was investigated via open-ended,

qualitative online interviews with 50 youngsters born after the year 2001. Respondents were

asked to answer to the following questions:

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 • What should a product be like to create a positive experience, satisfaction, and sense

of well-being for you?

• What should a service be like to create a positive experience, satisfaction, and sense

of well-being for you?

• What creates an emotional attachment to a product, so that you are willing to use it

again and again?

• What creates an emotional attachment to a service, so that you return as a client to use

it again?

• How would you characterize what makes an object or service beautiful and aesthetic?

Empirical research as observation of Gen Z’s learning and doing practice is described as

a case example. User and theory research are resources for synthesizing design theory and

drawing conclusions.

1. External Context and Its Implications for Constructing Gen Z’s Perceived Value

A generation’s location is integral to constructing commonalities such as attitudes,

behaviors, and consumer patterns that construct sociocultural environment. Gen Z is the first

generation that has not experienced life before the internet. It means that global network impacts

Gen Z’s capabilities to find an information, to learn and think, to socialize and to behave.

Channels of communication have been influenced by the development and expansion of

technologies and wireless communication with increased connectivity. Individuals no longer

need to interact in real time, and smartphones, with their simultaneous access to all forms of

media, allow individuals to hold the world in their hands. The media and communication

explosion have contributed to the massive expansion of multitasking behaviors, characterized as

Gen Z’s continuous partial attention (Turner, 2015) by being connected globally.

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 Objects in everyday life produce meaning, and communication technologies contribute

to the construction of culture and society. “Technologies are actors that ‘do’ by stating discourse

and building contexts. But they are also actors that ‘make us do’.” (Caron & Caronia, 2007, p.

40). Today’s teenagers do not even understand the concept of watching television on someone

else’s schedule, as they watch programs whenever they choose on their computer screens and

portable devices. Social networks, blogging, games, and other user-generated internet content

have created mass communication tools that connect both local and global users and dictate no

time limit (Castells, 2010). The term absent presence denotes that people may be physically in

one place while their social attention and communication is focused elsewhere (Rainie &

Wellman, 2012), highlights the need of analytically informed mindfulness to cope with

overloaded information and changing external environment, thus shifting also the design

thinking process.

1.1. Gen Z learning practices in the external environment.

Information is only ever a click away. With an unlimited access to the global network

and channels of communication, Gen Z’s are used to watch and listen before read and talk.

YouTube and Instagram are information and learning channels thus forming Gen Z as visual

observers first. They use videos and other visuals that explain a theory or concept or demonstrate

a challenging process. Gen Z want to know that the content they are learning and have to

perform have an applicability beyond just single practice. Gen Z prefer intrapersonal or solitary

learning as a backup to using technology; they are accustomed to learning independently

(Seemiller & Grace, 2017). Hence Gen Z’s need a time for individual learning and reflection

before group work or think-pair-share process. Gen Z’s individual learning differs radically from

the teamwork-oriented and collaborative nature of Millennials (Schofield & Honore, 2009). Gen

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Z value peers and instructors as learning resources only after thinking through a concept,

problem, or project on their own (Seemiller & Grace, 2017). The absent present and

intrapersonal learning are background for rising analytically informed design-led mindfulness as

a shift from design thinking process defined and practiced before Gen Z’s.

1.2. Gen Z’s perceived value.

It is important to explore Gen Z’s expectations and perceived design value since they

have more power than any previous generation to redefine production and consumption

(Priporas, Stylos, & Fotiadis, 2017). Consumer expectations are important indicators of

customer perception and satisfaction (Mitra & Fay, 2010).

Perception is the final link in a chain of related events from the physical world to the

perceiver. Perception, which is formed by the environment in which people live and is based on

the information they translate and create from objects and events, guides people’s actions

(Sekuler & Blake, 1990). At the same time perceiving requires some action on the part of

perceiver. Perceptions such as taste and touch are near senses, whereas seeing and hearing are

far senses (Csikszentmihalyi & Robinson, 1990). Hence to experience products requires near

senses, but acquiring and processing information, far senses.

Value can be perceived from a position of power and wealth and by the quality of their

experiences. The senses define the parameters of human experience, thus needed to be stimulated

and provoked. The ability to see allows an organism to gather detailed information about the

environment without needing to be in physical contact (Csikszentmihalyi & Robinson, 1990, p.

2). Nevertheless both products and services should create a positive experience, satisfaction, and

sense of well-being, and emotional attachment.

1.3. The visual and aesthetic senses characteristic of Gen Z.

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 Vision, a far sense, represents the richest source of information formed by color,

intensity, location, direction of movement, etc. If one’s tactile feeling and eyes provide

conflicting information, one’s experience tends to follow what the eye conveys (Sekuler &

Blake, 1990, p. 21). One identifies objects and the other visually guided action (Eysenck &

Keane, 2015, p. 48).

There are two main criteria for understanding whether an observer has consciously

perceived a given visual stimulus — the subjective and objective thresholds. Reaching a

subjective threshold means reporting conscious awareness of a stimulus, whereas reaching an

objective threshold means the ability to make accurate forced-choice decisions about a stimulus

(Eysenck & Keane, 2015, p. 76). Aesthetic value depends on an artifact’s ability to produce vivid

experiences in its audiences (Csikszentmihalyi & Robinson, 1990, pp. 6-7). Due to individual

subjectivity, there are no two identical judgments of aesthetic experiences (Lyas, 1997). Thus

aesthetic experience is a human’s alternative way of apprehending reality through an experience

of blinding intuition, which provides a sense of certainty and completeness as convincing as any

reason. Aesthetic experience, which includes cognitive, perceptual, emotional, and

transcendental perspectives (Csikszentmihalyi & Robinson, 1990, p. 10), develops with age,

personal experience, knowledge, and time. Aesthetics has to do with perception (Lyas, 1997).

Everyday aesthetic judgments are empirical observations rather than logical distinctions

between different kinds of beauty, and they are singular judgments (Forsey, 2013, pp. 146-147).

1.4. Experiencing and defining experience as a value.

Major social changes are characterized by transformations of space and time in the

human experience, where space is not a tangible or simultaneous reality (Castells, 2010, p. xxxi).

“The experience is that when one acts in some way something follows, or that when something

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happens one acts or responds in some way. The experience is attributed to the actor. But what is

experienced is not.” (Haworth, 1986, p. 80). Humans experience time in different ways

depending on how their lives are structured and practiced, as time can be defined by a sequence

of practices and perceptions (Castells, 2010, p. xxxix). This experience is tied to a vivid

awareness, as to be out of the ordinary, an action must be non-routine. Experience lets one

discover and test the connection between means and consequences (Haworth, 1986, p. 82).

Economic, social, and cultural values are dependent upon and influenced by technological

inventions and thus by time, experience, and culture.

2. Results

Results of Gen Z’s perceived design value are derived through 50 open-ended, qualitative

online interviews and empirical case study. Results contribute to the development of a new

design theory and framework to determine the value of design and to redefine the design

thinking process as perceived by Gen Z.

Perceived value of design indicates important aspects and needs that products and

services should provide from the user perspective (Gen Z). Research shows the preferences of

the Gen Z and demonstrate correlation how Gen Z is learning and doing design process, that

helped to formulate design mindfulness as a shift from design thinking process.

2.1. Perceived and received value of design from the user perspective (Gen Z)

Gen Z users’ perceived design value indicates important aspects and needs that products

and services should address. Research shows the preferences of Gen Z and demonstrates the

correlation between Gen Z’s learning and doing design process, which helps to formulate design

mindfulness as a shift from the design thinking process.

Gen Z Users’ Perceived and Received Design Value

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According to the perceptions of Gen Z, products that provoke positive experiences, satisfaction,

and a sense of well-being are comfortable, long-lasting, easy to use, visually beautiful, aesthetic,

enjoyable, practical, and qualitative (Table 1). These findings indicate design as a method for

creating positive experience as well as visual and technical quality. The services that Gen Z

members believe create positive experiences, satisfaction, and a sense of well-being present

positive attitudes and are friendly, intuitive, comfortable, pleasurable, and effective. Positive

aspects such as comfort or coziness, intuitiveness, and quality are sources of happiness.

Table 1. Product and service qualities that create positive experiences, satisfaction, and a sense of well-being for Gen Z
Product attributes Service attributes
comfortable, cozy, long-
positive, kind, polite,
lasting, well-ordered, good
individual, friendly
to use, easy to use
beautiful, good form,
pleasant design, good understandable,
looking, beautifully intuitive, comfortable
designed
enjoyable, funny, pleasant,
fun-loving, object that fun, pleasurable,
makes you smile, fortune- satisfying
catching
fast, effective (time
practical, useful, working
saving)
qualitative, good, durable, interesting,
perfect unforgettable
interesting, unusual, unique qualitative
I like it, appropriate to my
does the job for me
needs, suitable for me
convenient, handy,
trustworthy, addressing
understandable
natural, easily recyclable,
orderly, correct
nature-friendly

Respondents reported perceived attributes linked to the sense of touch (a near sense) as

creating positive experiences, satisfaction, and a sense of well-being and the sense of sight (a far

sense) as object identification.

Perception through taste, touch, and visually aesthetic experience creates authenticity and

uniqueness. Residual value and quality of experience emerge from emotional attachment.

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Products that create an emotional attachment for members of Gen Z are unique and eye-catching

and provide moments of fun or inspiration (Table 2). To spark attachment, products should

provoke cozy feelings; should be pleasurable, practical, and easy to use; and should be high

enough quality to last a long time.

The Gen Z respondents reported that service providers should portray friendly attitudes,

honesty, and kindness; should be fun, of high quality, and easy to use; and should provoke

enjoyable feelings and happiness.

Table 2. Attributes that provoke Gen Z’s emotional attachment to products and services
Product attributes Service attributes
interesting, unique, eye-
friendly, honest, positive,
catching, specific (I
kind
personalized it; I made it)
cool, funny, entertaining,
enjoyable, fun,
joyful, creates inspiration,
entertaining, cool
creates new ideas
cozy, pleasurable, pleasant good quality
convenient,
usable, practical, convenient
comprehensible, easy to
(easy to use)
use
good quality, long lasting happy, people-oriented
usability (family, friends)
good atmosphere,
visually appealing, beautiful
pleasant
prompts happiness, prompts
memories of childhood,
purposeful, needed
relationships with friends, or
family traditions
comfortable interesting, unusual

Vision (a far sense) is most important to Gen Z members, who perceive, learn, and

communicate visually through empirical observation and response to beauty. Gen Z members

have ingrained aesthetic and visual senses. Therefore, it is important to clarify what objects and

services they perceive as beautiful and aesthetic. Results suggest that what they find beautiful

and aesthetic are the same qualities that prompt them to make emotional attachments, but

respondents could not precisely name what they found beautiful and aesthetic (Table 3).

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 Table 3. Attributes that make a product or service beautiful and aesthetic to Gen Z
unique, interesting, noticeable, weird,
prominent
lovely, pleasant, creates fun
high-quality, good performance, well-
manufactured
beautiful
tasteful, meets what I like, stylish
colourful
useful, practical
comfortable, easy to use
clean
nature-friendly

Gen Z can be characterized as the “green behavior” and aesthetic generation. Caring for the

environment, questioning the need for products and services, and inquiring where resources

come from and how products impact nature characterizes their typical active attitude and

decision-making process. As Gen Z members have ingrained visual and aesthetic senses and are

the first generation to have immediate access to information when it is needed, they

communicate across the globe and value comfort and convenience. Using technology tools so

closely, they must develop critical thinking and a sense of space.

2.2. The Gen Z Perspective on the Features of the Shifting Design Process

Members of Gen Z will be the next students and professionals. Ethnographic research

and case study demonstrate a correlation between Gen Z’s practical learning and doing, and

process theory.

Figure 1 An individual observing and visually learning before doing — a common practice within Gen Z

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 Gen Z members learn intrapersonally via observing a need or purpose and how to

complete a task. They learn to do visually through self-directed video tutorials. They make a

decision and then find a leader, someone whom they respect, to guide them through the doing

process. This approach demonstrates their ingrained empathy, design-led thinking process, and

skill in defining a need or problem.

In the case demonstrated in Figure 1, a representative of Gen Z is aiming to learn

metalworking. By watching tutorials on YouTube, he discovers that the process can create a

cloak pin. When this is clear in his mind, he first defines a need or purpose by recalling his

empirical observations about who might need a cloak pin. This process is intrapersonal and

demonstrates visual learning before doing. Next, he confirms the need by asking users whether

they have a problem keeping a poncho on their shoulders. He had empirically witnessed that

ponchos can fall off the shoulders. Finally, he asks poncho users and the leader whether solution,

demonstrated in a YouTube video, could solve the problem. The leader then guides this member

of Gen Z in traditional knowledge and towards a master who can teach the needed metalworking

skills. As a result, this Gen Z member crafts a traditional cloak pin.

This example demonstrates the paradigm shift from teamwork, which is characteristic of

Millennials, to the intrapersonal learning characteristics of Gen Z. The shift to analytical design

mindfulness from a design thinking process is a current research topic of the author and will be

described in the future.

3. Conclusion

This paper articulates and systemizes design value as perceived by Gen Z users, thus

contributing to improved development of products and services, including design education, to

address this generation’s real needs and continuously changing external context. Gen Z users

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seek comfortable, long-lasting, easy to use, visually beautiful, aesthetic, enjoyable, practical, and

qualitative products and friendly services that convey an individual attitude and are intuitive,

comfortable, pleasurable, and effective. Gen Z members perceive and feel visually and

aesthetically. They care about and act to achieve sustainability and resource efficiency. They

are mindful and intrapersonal, so their learning process differs from the methods created for

Millennials. Members of Gen Z are seeking true purpose; they have a true need to understand

the reason for doing something or creating products. This means that for this generation, design

process and methods will change from design thinking to design-led mindfulness, from a focus

on the result to a focus on the why of the beginning.

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Acknowledgement
This research was supported by a fellowship grant from the European Regional Development

Fund’s Growth and Employment Program for Latvia (1.1.1.2/VIAA/1/16/125).”

Word Count: [2892]

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