This paper presents a concept of how AR can be implemented for learning in university laboratories. The concept includes videos from the first-person perspective and virtual 3D elements to impart ...knowledge as well as a database connection to check understanding. It is based on improvement potential identified in an experimental physics laboratory. General recommendations for actions are derived as to how AR can be used in the various laboratories of technical courses. The influences on the learning effect are evaluated using the ”Confidence-based Assessment” method.
While concept selection is recognized as a crucial component of the engineering design process, little is known about how concepts are selected during this process or what factors affect the ...selection of creative concepts. To fill this void, content analysis was performed on student engineering design team discussions during a concept selection task. Our results indicate that student design teams typically focus on the technical feasibility of concepts during the selection process. However, teams that identified useful elements of ideas or continued to generate new ideas during this process had a tendency towards selecting creative ideas. These results add to our understanding of team-based decision-making during concept selection and highlight the need for encouraging creativity throughout the concept selection process.
•Student design teams focus on the technical feasibility of concepts during the selection process.•Creativity is rarely discussed during concept selection despite it being set as a design goal.•Teams that continued to generate ideas during the selection process selected more creative ideas.•Recommendations for increasing creative concept selection in design education are discussed.
Online learning has become an integral part of today’s educational system, especially after the COVID-19 pandemic. In art and design classrooms, which usually require face-to-face critique as part of ...a cycle of action and reflection, students may face challenges with the rapid transition to online assessment and feedback approaches. Consequently, it is curial to investigate these challenges as well as students’ perceptions towards the online assessment and feedback methods that they have experienced. This student-oriented study investigated art and design students’ preferences, concerns, and challenges with online assessment and feedback strategies. Moreover, it explored the most effective online assessment and feedback tools and applications for art and design courses. The research adopted a quantitative method by conducting a questionnaire with 104 art and design students of a university in Bahrain and a university in Jordan. Based on the findings, the study seeks to ultimately provide art and design educators with insights and recommendations for the most effective art and design assessment practices.
While critiquing is generally recognized as an essential pedagogical tool in architecture design studios, no systematic attempt has been made to develop a descriptive theory that can account for the ...complexity of critiquing. Various studies exist that describe the design studio, but many of these provide fragmentary descriptions of critiquing. In this paper, through a review of publications that are concerned with the architecture design studio as well as other areas of design, we identify a basic set of factors that enable us to articulate the variables that affect the practice of critiquing in design studios. Based on these factors, we then propose a conceptual framework that allows studio instructors to systematically plan and examine their critiquing practice.
► We collect and examine all fragmentary descriptions of design critiquing by reviewing various studies and publications. ► We identify and articulate key factors of design critiquing. ► We propose a conceptual framework that allows studio teachers to systematically think about their own critiquing practice. ► We develop a tool to account for the complexity of critiquing. ► This work provides us with a means to plan and improve our critiquing strategies.
Creativity training has been widely integrated into engineering education as a means to prepare students to be an innovative force in design industry. However, much of this research has focused on ...training students to be creative idea generators, with limited attention to what happens after this generation. Thus, the current study was developed to understand how creative ideas are promoted or filtered throughout the design process in order to focus our educational efforts. In order to accomplish this, an 8-week study with 136 engineering students was conducted. Our results point to the reduction in creativity throughout the design process and student abandonment of novel concepts. We also expose the influence of the design task on student creativity.
•Creativity in engineering education is impacted by the design task being explored.•Students discard novel ideas during concept selection for conventional alternatives.•Creativity during generation and selection does not predict final design creativity.
Choosing to pursue one design idea usually requires leaving several others behind. As a design teacher, I have experienced this at close range making me curious about what design students choose not ...to do and why. In this study, I look at my students’ design ideation from the perspective of care and look at the reasons for them abandoning their design ideas. Through this perspective, I will probe the role that the notion of risk plays in students’ management or processing of ideas. The findings are based on an empirical study using students’ reflections on abandoned ideas as data. Such explorations can bring some of the regulations that students are subjected to into the foreground, thus exposing how the educational system and teachers like myself affect the students’ sense of freedom, hampering their ability to experiment with their ideas. Creating awareness about students’ abandoned ideas in new and attentive ways can play an active role in strengthening the students’ contact with and ownership of their hopes and motivations. This can make a difference in the ongoing negotiations, re-negotiations and struggles about what good design education ought to be.
For design education, although different international design organizations have developed design thinking models (DTM), these DTMs mainly focus on improving innovation but ignore the actual demands ...of users. This paper proposes a consumer-oriented DTM to implement innovation and evaluation based on accurately grasping users' demands. The consumer-oriented DTM consists of three phases, namely preparation, creation and evaluation. In the preparation phase, the evaluation grid method is used to obtain a three-layer demand chart from skilled users; this chart is then used to design questionnaires to get charm factors. In the creation phase, the concrete charm factors are taken as the design objectives to guide the innovative design. Several methods are integrated, including the objectives tree method, function analysis method, and finite structure method, to obtain a group of alternatives. In the evaluation phase, the original evaluation items are taken as the evaluation criteria, and then the best solution is selected. The highchair is considered a design case to elaborate on how students use the consumer-oriented DTM to carry out design practice. The final results verify that the new DTM applies to classroom teaching, which improves the commercialization of design concepts and cultivates students' ability to communicate with others.
This article reports on a study where we used a novel method to work with university students at a media technology and design programme to innovate on questions related to futuring in an educational ...context. Participating students used creative methods, paper crafting and design methods to “hack” the university campus in a post-COVID-19 scenario. This study situates hackathon as a design method that can be used to foster problem-solving and critical thinking skills in the context of current challenges. The students were asked to identify possible challenges in a post-COVID-19 return on campus and consider solutions to these challenges. They were tasked to shape their solutions in the form of a “sustainable artefact” meant to facilitate a smoother, safer, and welcoming return to campus life. In this study we reflect on how they engaged critically with the campus green and built infrastructure and how have they considered changes that would make their return to campus life a positive experience. Through the analysis of students’ assignments, we demonstrate how this method allowed for space in finding one’s own voice, how the design material supported students’ work on future design, and how aspects of future design are helping students finding a way of acting upon current calls to re-work our cities.
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