scholarly journals Psychology of Design

2019 ◽  
Vol 5 ◽  
Author(s):  
Claus-Christian Carbon
Keyword(s):  
Cognitive Processing ◽  
Design Theory ◽  
Human Perception ◽  
Theory And Practice ◽  
Psychological Effects ◽  
Human Interaction ◽  
Demand Characteristics ◽  
Art And Design ◽  
Fundamental Conception ◽  
Psychological Dimensions

Talking about design, most discussions circulate around physical objects or products, around their invention, development, production and marketing. While most modern design approaches do also cover questions pertaining to human interaction, e.g. within user- or human-centred design philosophies, a systematic and fundamental conception of the role and implications that human perception and emo-cognitive processing take with regard to designing physical goods is lacking. Under the umbrella term ‘Psychology of Design’, I will develop and elaborate on psychological dimensions that are highly relevant to the optimization and evaluation of design. I propagate a general psychological turn in design theory and practice in order to purposefully include not only the top-down processes triggered by context, framing, expectation, knowledge or habituation but also the psychological effects of Gestalt and Zeitgeist. Such psychological effects have the potential to determine whether the very same physical design will be aesthetically appreciated, desired, loved or rejected in the end. Psychology of design has a tremendous influence on the success and sustainability of design by triggering associations and displaying demand characteristics in a multimodal way. The paper is based on fundamental psychological theories and empirical evidences which are linked to applied examples from the world of art and design.

scholarly journals Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

2020 ◽  
Vol 12 (16) ◽  
pp. 6334
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Game Design ◽  
Design Education ◽  
Design Theory ◽  
Design Thinking ◽  
Social Issues ◽  
Theory And Practice ◽  
Art And Design ◽  
Positive Effects

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

Black book blackboard black book: A drawing-based strategy for knowledge transfer

2021 ◽  
Vol 6 (2) ◽  
pp. 363-375
Author(s):  
Rui Barreira
Keyword(s):  
Knowledge Transfer ◽  
Design Theory ◽  
First Year ◽  
Transfer Of Knowledge ◽  
Black Book ◽  
Theoretical Concepts ◽  
Visual Narratives ◽  
Art And Design ◽  
Cognitive Difficulties ◽  
Complementary Approach

This paper reflects on a project run in a first-year class of art and design degree, in the Curricular Unit of Art and Design Theory. The objective of the project was to investigate the potential of a teaching protocol where a set of drawings were generated in class by the teacher to facilitate knowledge transfer in the classroom. The drawings generated by the teacher in class have not been treated or explored as a strategy as such, but they supported the delivery of theoretical content in the classroom. As part of the teaching theory protocol, a series of drawings were built as a sequential visual narrative, in the form of a story; these drawings, acting as visual narratives, sought to enable students to understand the theoretical content. At the end of the sessions, all students involved in the project were evaluated through surveys, to gather evidence of their understanding of theory. The results obtained suggest that the use of drawing as a tool in explaining theory facilitates a better understanding of theoretical concepts for students. It also allows the teacher to clarify and adjust unclear points in the lectures, and as such this protocol could function as a recursive strategy. In conclusion, the simplicity of this strategy could benefit students with cognitive difficulties, offering a complementary approach in the dialogue between teacher and student. This approach is particularly useful in contributing to the transfer of knowledge in the classroom in a digital age.

Statistical Design: Theory and Practice.

1988 ◽  
Vol 83 (403) ◽  
pp. 909
Author(s):  
Dallas E. Johnson ◽  
Charles E. McCulloch ◽  
Steven J. Schwager ◽  
George Casella ◽  
Shayle R. Searle
Keyword(s):  
Design Theory ◽  
Statistical Design ◽  
Theory And Practice

scholarly journals KECERDASAN SPASIAL DALAM MEMAHAMI TRIMATRA: STUDI STRATEGI PEMBELAJARAN MATA KULIAH NIRMANA 2 (TRIMATRA)

PRASI ◽  
2020 ◽  
Vol 15 (01) ◽  
pp. 10
Author(s):  
Ernawati Ernawati
Keyword(s):  
Learning Strategies ◽  
Theory And Practice ◽  
Research Approach ◽  
Design Modification ◽  
Art And Design ◽  
Design Elements ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Kurt Lewin ◽  
Design Students

ABSTRAK           Tujuan penelitian ini untuk  berdiskusi strategi pembelajaran yang oftimal sehingga tercapai tujuan  sesuai dengan visi dan  misi mata kuliah Nirmana 2 (Trimatra) yang tercantum pada kurikulum. Metode pada penelitian ini menerapkan metode tindakan kelas (PTK) dengan pendekatan model PTK dari Kurt Lewin. Nirmana 2 (Trimatra) mempersiapkan mahasiswa untuk memiliki kepekaan rasa, ketajaman analisis visual dan pemahaman mendalam terhadap ilmu dasar seni rupa dan desain. Nirmana berpengaruh terhadap mata kuliah lainnya yang berhubungan denagn teori maupun praktik desain komunikasi visual. Modifikasi strategi pembelajaran nirmana 2 (Trimatra) dengan kontekstual (visual-spasial) dan evaluasi penilaian mampu menjadi poin penting dalam mengatur suasana kelas yang kondusif, meningkatkan kualitas semangat belajar dan menigkatkan pemahaman serta kreativitas mahasiswa untuk berkarya.Katakunci : Nirmana 2,  Spasial, Strategi Pembelajaran, visualABSTRACT          The purpose of this study is to discuss optimal learning strategies so that the objective is achieved under the vision and mission of Nirmana II (Trimatra) courses listed in the curriculum. The method in this study applied classroom action research (PTK) with the research approach from Kurt Lewin, which aimed to explore the strategic roles of the spatial intelligence learning toward the process of students’ creativity development in Nirmala learning. Arts and design students have a close relationship with creativity and sensitivity in which they need preparation in understanding the governance of design elements. Spatial intelligence is an ability to visualize the ideas relating to space and place. Spatial intelligence is an intelligence possessed by most fine art and design students. Nirmana II (Trimatra) prepares students to have a sense of taste, sharpness of visual analysis, and a deep understanding of the basic fine arts and design. Nirmana influences other courses relating to the theory and practice of visual communication design. Modification of the Nirmana II learning strategy (Trimatra) with contextual (visual-spatial) and evaluation assessment can be important points in managing a conducive classroom atmosphere, improving the quality of enthusiasm for learning, and increasing students' understanding and creativity to work. The analysis process is done by collecting data that is measurable.Keywords: Nirmana II, spatial, learning strategies, visual  

scholarly journals Exploring Design Constructs In Sound Design With A Focus On Perceived Affordance

2019 ◽  
Vol 63 (1) ◽  
pp. 1199-1203
Author(s):  
Myounghoon Jeon
Keyword(s):  
Design Theory ◽  
Theory And Practice ◽  
Auditory Display ◽  
Sound Design ◽  
Visual Displays ◽  
Auditory Displays ◽  
Design Theories ◽  
Future Work

While design theories in visual displays have been well developed and further refined, relatively little research has been conducted on design theories and models in auditory displays. The existing discussions mainly account for functional mappings between sounds and referents, but these do not fully address design aspects of auditory displays. To bridge the gap, the present proposal focuses on design affordances in sound design among many design constructs. To this end, the definition and components of design affordances are briefly explored, followed by the auditory display examples of those components to gauge whether sound can deliver perceived affordances in interactive products. Finally, other design constructs, such as feedback and signifier, are discussed together with future work. This exploratory proposal is expected to contribute to elaborating sound design theory and practice.

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