scholarly journals Game for Complete Care: A Means of Connecting ‘User-Centered Design’ with Sustainability

2020 ◽  
Vol 12 (24) ◽  
pp. 10555
Author(s):  
Ying Jiang ◽  
Timothy Joseph Jachna ◽  
Hua Dong
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Design Education ◽  
Early Stage ◽  
Methodological Framework ◽  
User Centered Design ◽  
Care Needs ◽  
Postgraduate Students ◽  
Practical Tool ◽  
Design Students

This paper addresses sustainability and gaming from an interior design education perspective, emphasizing the importance of understanding the meaning of ‘complete care’ and raising the awareness of care among design students. The four-step inquiry was adopted as a methodological framework. The theoretical model of ‘complete care’ was proposed and the interactive game ‘Ideal Home’ was developed to raise the awareness of care in design. The game imitated a conversation activity between the interior designer and the client at the early stage of the design process and assisted ‘designers’ to ask meaningful questions from ‘clients’ so as to develop a better understanding of their care needs. Six postgraduate students with interior design backgrounds played the game, and they were observed and interviewed. The results suggested that the participants’ understanding of care improved after they played the game and they were able to identify more issues and detailed needs through the conversations. The significance of the research is that it proposes a theoretical framework to explain the meaning of ‘complete care’ in the design process, and also develops a practical tool (i.e., the game) to educate designers about care.

scholarly journals Gamification of design process in interior architecture education: Who? with whom? where? how?

2019 ◽  
Vol 66 ◽  
pp. 01040 ◽  
Author(s):  
Gülsüm Damla Aşkın
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Design Education ◽  
Creative Design ◽  
Architecture Education ◽  
Interior Architecture ◽  
Design Students ◽  
Design Ideas ◽  
First Time ◽  
Interior Design Students

The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas. Students find it difficult to produce creative design ideas. As well as producing ideas, students also have difficulty in determining problem status and performing user analysis. In this respect, implementation of different methods and activities are important in the process. One of these methods is the integration of gamification into the design education. This education method was conducted as a workshop with a group of Interior Design students during the Spring term of 2018–2019 in İstanbul Şehir University. The students who took the project course for the first time were included in the research. In the workshop, firstly, the game ”Who? With Whom? Where? How?" was played manually, and the user ID was defined. Secondly, the results of the game were converted to the function scheme. After the study, a survey was conducted with the students. It was observed that the method of gamification increased the motivation of the students and offered more than one alternative in design process compared to the traditional thinking methods.

The impact of virtual visualisation: perception and design of spaces in ethnographic projects

2019 ◽  
Author(s):  
Juan Carlos Márquez Cañizares ◽  
Juan-Carlos Rojas
Keyword(s):  
Design Process ◽  
Design Education ◽  
Field Investigation ◽  
Ethnographic Research ◽  
Evaluation Instrument ◽  
Information Analysis ◽  
Public Park ◽  
The Public ◽  
Design Students ◽  
The Impact

"The use of VR technology within education is an area that has generated great interest in recent years, so this work follows that trend and contains nuances related to user-centred design education. The objective of this work is to identify students’ perceptions of the use of VR technology for ethnographic research. A group of 20 industrial design students from Tecnologico de Monterrey conducted a field investigation, which included interviews and surveys, using HMD with videos and stereoscopic images of a public park in Monterrey, Mexico. Based on the research and information analysis, areas of opportunity were identified and urban furniture proposals for the public park that place were generated. Once the design process was completed, an evaluation instrument was applied to measure, through statistical analysis, the students' perceptions of their experience using technology in the design process; gender, qualification obtained and the relevance of the technology used was also considered."

Informed Forms and Matters

2021 ◽  
pp. 62-77
Author(s):  
Negar Kalantar ◽  
Alireza Borhani
Keyword(s):  
Design Process ◽  
Design Education ◽  
Early Stage ◽  
Pedagogical Approach ◽  
Form Finding ◽  
Stage Design ◽  
Early Design ◽  
Early Stage Design ◽  
Finding Method ◽  
Proper Balance

After sufficient consideration for the proper balance between material and formal constraints, this chapter describes a pedagogical approach that transforms the education of future architects through a 'form-finding' method, allowing the material to accommodate itself to form and celebrate its own nature. To enhance pedagogical improvement of foundational studies in architecture and further explore this pedagogy based on form-finding in early design education, this chapter also presents the challenges to integrating materiality within the design process, as derived from the incorporation of experimental form-finding methods into early-stage design.

scholarly journals Reframing the Design Process: Integrating Goals, Methods and Manifestation into the Co-Evolution Model

2019 ◽  
Vol 1 (1) ◽  
pp. 359-368
Author(s):  
Rosa Storm ◽  
Jeffrey van Maanen ◽  
Milene Gonçalves
Keyword(s):  
Design Process ◽  
Design Education ◽  
Evolution Model ◽  
Early Years ◽  
Problem Space ◽  
Design Problems ◽  
Education Design ◽  
Considerable Impact ◽  
Design Students ◽  
Group Interviews

AbstractIn their early years of education, design students may experience difficulties in reframing design problems. Since reframing is linked to creativity, this may be problematic. While there are some models available to describe the reframing process, it is yet unclear how they are supporting design students. This study concerned the development and test of a framing model based on co-evolution transitions, through a two-part study: interviews with expert designers and workshops followed by group interviews with novices. The resulting model offers a way of thinking and a way of working, based on the fluidity of the design process. This study yielded two major insights. Firstly, students tend to perceive the problem space to be fixed once they defined it, even if they discovered disparate information along the way. Secondly, the developed model provides students with guidance and confidence in dealing with complex problems. Our results have a considerable impact on design education, as it is important to reinforce to design students that both the problem and solution understanding are fluid, and this model provides initial steps to help designers structuring their process.

scholarly journals Decisive factors in the culture-oriented product development process in industrial design education

2021 ◽  
Vol 8 (3) ◽  
pp. 67-77
Author(s):  
Pinar Cartier ◽  
Aysem G. Basar
Keyword(s):  
Material Culture ◽  
Design Process ◽  
Design Education ◽  
Industrial Design ◽  
Dynamic Structure ◽  
Geographic Area ◽  
Product Development Process ◽  
Education Material ◽  
Starting Point ◽  
Design Students

  Designers see culture as a starting point for designing meaningful products that appeal to users. Culture has a dynamic structure that is constantly affected by social changes. This research examines how socio-cultural factors are perceived, analysed and transferred by design students.  The design process is aimed to identify the complex or challenging and on the contrary clearly understandable aspects. In the first stage of the research, the ideas of the established cultural images, culturally influential designs and designers who use culture as a starting point were determined through 24 industrial design students. The ideas of the students were asked about design and identity in a particular geographic area, they were also asked to explain their ideas about traditional forms and draw forms of them by sketches. The results are presented together with visual examples. The common points of how the culture-oriented design approach is used by designers in the product design process and the frequent mistakes, approaches and examples of projects in this process are revealed.   Keywords: Keywords: Industrial design, education, material culture, design  

scholarly journals Designing and Learning by Technological Mediation

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Nenad Pavel
Keyword(s):  
Design Process ◽  
Design Education ◽  
Assistive Technologies ◽  
Design Studio ◽  
Philosophical Perspective ◽  
Instrumental Case Study ◽  
Structured Problems ◽  
Design Students ◽  
Mediation Processes

In this article, an instrumental case study of a practical course in assistive technologies in cooperation between Norway and Brazil shows how patients, design students, and therapists participate in designing and learning. The study reveals how conception and reception of design play out through mediation processes between stakeholders and artifacts. The study was framed in light of Alain Findeli’s writings to challenge and inform current developments in design studio educational practices. To explain the solving of complex, ill-structured problems through design, Findeli proposed systems theory as a holistic philosophical perspective of the design process and design education. By asking what design is and how to teach it, I reiterate Findeli’s ideas on design and design education. This article emphasizes the ubiquitous effects of technology through relationalist ontology and postphenomenological perspectives. 

CAUSE AND EFFECT: ANALYSING THE ROLE AND EFFECTIVENESS OF A DESIGN STUDENT'S PROCESS BOOK

2011 ◽  
Author(s):  
J. Park ◽  
H. Kang
Keyword(s):  
Design Process ◽  
Graphic Design ◽  
Visual Communication ◽  
Design Education ◽  
Creative Thinking ◽  
Design Thinking ◽  
Individual Work ◽  
Research Questions ◽  
Design Students ◽  
Graphic Work

The research's main goal and motive is to help find way to improve graphic design education. Most design student use "process book", which includes written notes, research, drawings, as method of capturing and facilitating design thinking. This study poses the following research questions: What role does the process book practice to design student and tutors? How the process book be used as an effective tool for student's cognition of graphic work and helpful tutorial tool for visual communication? Survey was proceeded on BA Graphic design students at design universities in Korea, how design process materials have been using and efficiency of design process book for an individual work, tutorial, or creative thinking and producing design outcome eventually.

scholarly journals HuValue: a tool to support design students in considering human values in their design

2019 ◽  
Vol 30 (5) ◽  
pp. 1015-1041 ◽  
Author(s):  
Shadi Kheirandish ◽  
Mathias Funk ◽  
Stephan Wensveen ◽  
Maarten Verkerk ◽  
Matthias Rauterberg
Keyword(s):  
Design Process ◽  
Design Education ◽  
Human Life ◽  
Design Tool ◽  
Human Values ◽  
Support Design ◽  
Design Concepts ◽  
Integral Role ◽  
Quasi Experimental ◽  
Design Students

Abstract Human values play an integral role in any design that aims to improve the quality of human life. However, only a few design approaches concentrate on human values in their design, and there is even very little agreement between them in identifying human values. Considering this, we created a design tool based on a comprehensive value framework to support designers’ addressing human values in their designs. This tool intends to raise designers’ awareness about human values and provide tangible materials to facilitate the use of selected values within the design process. This article investigated whether this tool is applicable and effective to be used in design education. A quasi-experimental study with design students showed that the project groups who were supported with this tool addressed significantly stronger human values in their design concepts compared to the control groups. Results of the evaluation indicated that the tool is not only applicable in a design process but is also effective at enriching design concepts with human values.

Design Talking: How Design Practitioners Talk About Design Research Methods

2015 ◽  
Author(s):  
Celeste Roschuni ◽  
Julia Kramer ◽  
Alice Agogino
Keyword(s):  
Research Methods ◽  
Design Education ◽  
Design Research ◽  
Early Stage ◽  
Design Methods ◽  
Professional Skills ◽  
Stage Design ◽  
Industry Practice ◽  
Design Students ◽  
Early Stage Design

To support the development of TheDesignExchange — a portal to a comprehensive set of design methods applicable to a range of disciplines — we hosted a series of workshops with design students, educators and practitioners. In this paper, we summarize insights gained from the three practitioner workshops associated with early stage design methods used to: Research, Analyze and Communicate. We contrast the practitioner feedback with insights from previous workshops with design students and educators. We also discuss implications for enhancing professional skills and industry practice into design education.

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