Digital Design Education Research Articles

Cultivating ethics sensitivity in design: Impact of integrating ethics within K-12 digital design education

Cultivating ethics sensitivity in design: Impact of integrating ethics within K-12 digital design education

Enhancing Soft Skills through Generative AI in Sustainable Fashion Textile Design Education

This study explores the significance of incorporating soft skill training in fashion design education through the use of artificial intelligence (AI) technology and examines various AI-based approaches for sustainable fashion textile design education employing a multifaceted methodology that encompasses empirical, quantitative, and qualitative methods. We investigate the aspects of Design Sprints, identify key soft skills that help students meet the complex demands of contemporary fashion design workplaces, propose a curriculum guide for AI textile design programs, and evaluate the soft skill training process. Participants included students who had completed basic fashion design courses over three to four semesters and had experience with the fashion design process. The findings confirmed that participants’ soft skills improved across four areas—digital competence, sense of initiative and entrepreneurship, problem-solving and thinking skills, and communication—through the AI-based fashion textile design curriculum. This study validates the importance of integrating AI technology into educational programs to enhance essential soft skills in the digital fashion industry environment. Additionally, it emphasizes the necessity of developing AI technology-specialized design prompts while maintaining a balance between traditional design education and digital design education for sustainable fashion design education.

Educational Reform and Innovation of Art Design Professional Group in the Digital Age

With the rapid development of digital technology, art and design education is experiencing an unprecedented change. This change has brought both development opportunities and challenges. The traditional education model has been difficult to adapt to the fast-changing market demand and industry development trends, and it is urgent to carry out in-depth reform and innovation. This paper focuses on the current educational situation of art design professional group in the background of digital age, and analyzes the problems and shortcomings of the current educational model, the purpose of this paper is to explore new educational models and innovative paths to meet the needs of the digital age. It is expected to provide useful reference and reference for the Reform and innovation of Art and Design Education, and promote the sustainable development and progress of Art and design education in the digital era.

An FPGA Integrated 2D Graphic Processor for Enhanced Digital Design and Computer Architecture Education

An FPGA Integrated 2D Graphic Processor for Enhanced Digital Design and Computer Architecture Education

Exploring the Innovative Thinking and Development Trend in Digital Media Art and Design Education

Exploring the Innovative Thinking and Development Trend in Digital Media Art and Design Education

COLLABORATIVE TEAMWORK PROTOTYPING AND CREATIVITY IN DIGITAL FABRICATION DESIGN EDUCATION

AbstractDigital fabrication laboratories play a role as an educational environment in which different learning activities incorporate advanced technological developments. Digital fabrication design education often involves exploratory and scaffolded processes of materialising ideas into products. However, FabLabs poses multiple challenges for pedagogy and design learning. Based on a large-scale digital fabrication course in a higher education institution, we examine whether teamwork carried out in a digital fabrication environment improves creativity. Furthermore, we analyse if teamwork affects self-assessment of learning activities involving building tangible artefacts. Finally, we examine whether the type of produced prototype affects the team's overall performance. The results allow for digital fabrication design education recommendations, including interventions intended for improving the creativity of the outcomes, team performance, and learning of different digital fabrication issues.

Digital Art Design System Based on Big Data Technology and Interactive Virtual Technology

With the development of modern information technology and the rapid popularization of computers, the society has entered a comprehensive digital era. Digital art design technology with computer technology as an auxiliary tool has developed rapidly and has been applied in many fields of society. At the same time, digital art design education has developed into a new research hotspot in the field of education. It changes the appearance and connotation of modern display design. In order to better develop digital technology and apply modern technology to the field of art design, this article designs a digital art design system based on big data technology and interactive virtual technology. In the method part, this article introduces big data technology, interactive virtual technology, digital art design and 3ds file format, and introduces the related content of SVM support vector machine in the algorithm. In the part of the research results, this article analyzes several aspects of time-consuming, comparison of accuracy of different methods, the relationship between speedup and data volume, average CPU utilization, gesture recognition, and recognition of various functions. From the test results, in the three functions of gesture action, voice command, and keyboard command, the keyboard command has the best effect, reaching 100% accuracy. The gesture command and voice command have a small margin of error, but the accuracy rate also kept at around 90%. It can be seen that the system designed in this article has a good recognition effect in terms of interaction, and has certain significance for the realization of virtualization, informatization, and digital transformation of artistic design.

Sustainability Considerations in Digital Fabrication Design Education

Design education utilising digital fabrication is characterised by a dynamic project-based learning environment in which ideas are embodied in prototypes. This environment affects the way design and fabrication activities are taught, including sustainability considerations in the process and the outcomes. With the objectives of refining the sustainability indicators in the context of digital fabrication design education and identifying educational interventions for improving sustainability, we analyse the processes and outcomes of a digital fabrication course. We further develop a conceptual framework for sustainable prototyping based on the prototyping and testing stages in the design thinking model. The sustainability considerations in the prototyping process and outcomes in the design education context in FabLab are exemplified. The findings will help enhance sustainability and develop interventions in the context of design education.

Digital System Design for Traffic Light Controller System: A Systematic Approach

In this paper, we are going to present the finite state machine, how to implement it via hardware description language (HDL), and how to use it in a real application. At first, the specification and requirements of traffic light controller are stated. Then, the system architecture based on finite state machine (FSM) are conducted. Finally, the way of using HDL as well as the test-bench simulation are given in detail. Keywords : Digital system design, System on chip, Finite State Machine, Digital Design Education, Smart Classroom.

Sustainable Design and Prototyping Using Digital Fabrication Tools for Education

Prototyping physical artifacts is a fundamental activity for both product development in industrial and engineering design domains and the development of digital fabrication skills. Prototyping is also essential for human-centric problem-solving in design education. Digital fabrication assists in rapid prototype development through computer-aided design and manufacturing tools. Due to the spread of makerspaces like fabrication laboratories (FabLabs) around the world, the use of digital fabrication tools for prototyping in educational institutes is becoming increasingly common. Studies on the social, environmental, and economic sustainability of digital fabrication have been carried out. However, none of them focus on sustainability and prototyping-based digital fabrication tools or design education. To bridge this research gap, a conceptual framework for sustainable prototyping based on a five-stage design thinking model is proposed. The framework, which is based on a comprehensive literature review of social, economic, and environmental sustainability factors of digital fabrication, is applied to evaluate a prototyping process that took place in a FabLab in an education context aimed at enhancing sustainability. Three case studies are used to evaluate the proposed framework. Based on the findings, recommendations are presented for sustainable prototyping using digital fabrication tools.

RETRACTED: Remote case teaching mode based on computer FPGA platform and data mining

The development of research and education. In the first two weeks, the same is accurate, and then a professor involved personally attended the Delft meeting. So, how to change the direction of distance learning. North Star (Polaris) has launched a research-based learning network to improve his education's efficiency, and knowledge poses a direct extension of his past used innovation. Compared with conventional courses, technical facilities more, Example: two computers for student PowerPoint presentations and Harvard small whiteboard, two powerful features for computer projection presentation projector, remote teachers and hall of Delft University of video images, distributed a microphone 50 for student desks discussed for open Delft coordinator hand microphone, a monitor control panel and several techniques, two cameras, focused on the projection wall the combined small webcam, teachers and for remote feedback of a large number of cables. Calendar clock design is called a case of Field-Programmable Gate Array (FPGA)-based digital electronic education programs to create research projects. The project aims to develop a case study of Project-Based Learning (PBL), a case study aimed at electronics/computer engineering students or a new digital circuit designer professor of digital design education. To achieve high-performance support using k-mean algorithm learning support. Calendar clock design is the second in a series of content-rich and engaging examples, designed to enhance use counters, multiplexers , comparators and decoder design skills to accomplish this simultaneously. Another option is to use a Field-Programmable Gate Array (FPGA) device as a hardware accelerator . The application of data mining FPGA hardware accelerators. Three kinds of data mining algorithms : tree classification and regression trees, support vector machine and k-means clustering.

Study of Creative Thinking in Digital Media Art Design Education

In recent years, with the rapid development of the information age and the wide dissemination of information technology knowledge, the “Internet + micro era” has been created, and the diversified development of the art field has also been promoted at the same time. The difference between professional and traditional education in digital art design education is a great challenge and change that modern innovative education will face. In this context, digital media art design education is facing a phase of adjustment. Based on the current situation of digital media art design education, this paper analyzes the influence and existing problems of digital media art in contemporary art design education, including the confusion of teaching mode, the deficiency of knowledge construction system and the aging of course content. Finally, some countermeasures and suggestions are put forward from the perspective of innovative thinking education.

Student's Satisfaction in Digital Electronic Design Education: A Comparison between Two Education Techniques, Project Based Learning and Micro-Learning

Student's Satisfaction in Digital Electronic Design Education: A Comparison between Two Education Techniques, Project Based Learning and Micro-Learning

Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

Building Information Modeling in Architectural Digital Design Education: Questions and Answers

The paper presents the results of two last years research in digital education computing using object-oriented building modeling methods including parametric modeling, component-based design approaching to the concept of building information modeling (BIM) as a base concept of contemporary architectural digital design. This paper summarizes results of research in BIM application in architectural design, attempts to determine the problems, capture the trends of object-oriented modeling in computer aided architectural design (CAAD) education. The results of the analysis of various aspects of BIM using surveys of architecture postgraduate students and undergraduate students of the last year are discussed. The methods of statistics for analysis of data are used. The interrelations between various factors of building information modeling as a part of CAAD education are investigated. The results of the work could be important for the definition of the guidelines for the future of architectural digital design education. DOI: http://dx.doi.org/10.5755/j01.sace.1.2.3281

Effectiveness of an Alternative Digital LearningEnvironmentfor Steel Connection Design Education

The VR is an exact copy of a real learning environment that operates in a 3-D cyber space, which is accessible through the internet connections. This paper describes a project aiming at creating and operating an innovative virtual reality (VR) learning environment to seek answers for the following questions: 1) Are there differences in students' understanding of construction engineering concepts when taught in a 3D graphical VR simulation environment vs. a traditional classroom environment?; and 2) How do the perceptions of construction students exposed to a 3D graphical VR simulation differ from those students enrolled in a traditional classroom setting? This study utilizes a quasi-experimental research design. Target subjects are enrolled in two sections of the Construction Management computer application course. The experimental or treatment group is comprised of 24 students who participate in a 3D graphical VR class on the steel structural design concept. The control group is also comprised of 25 students who participate in a regular class. The VR learning environment isa 3D graphical replica of a real steel structure. It provides highly visual, immersive, interactive, and sociable learning space.The study shows that the performance of the students in the virtual environment is almost at the same level as the students who learn in a real-life based setting. The students, however,do not perceive the virtual learning environment as effective as the real-life based learning environment although they agree that the new technology havemerits to improve their learning.

The Impact of Providing Unlimited Access to Programmable Boards in Digital Design Education

This paper presents the benefits and costs of providing students with unlimited access to programmable boards in digital design education, allowing hands-on experiences outside traditional laboratory settings. Studies were conducted at three universities in two different countries-Rose Hulman Institute of Technology, Terre Haute, IN; Washington State University, Pullman; and Technical University of Cluj-Napoca, Romania-to measure the effect on student learning and student performance of students having their own programmable hardware systems and unrestricted access to the most commonly used design tools. The results of the studies, supported by assessment data from various sources, suggest that the overall learning process is improved, and students gain a better knowledge of modern technologies and design methods if they are given full time access to programmable logic boards.

Closing the Gap: Flexible and Dynamic Design Education to Better Prepare Digital Media Design Students for Professional Practice

The dynamic and fast changing nature of digital media presents many challenges for design professionals as well as for design educators. Managing the increasing complexity of technology is one of them. Surprisingly, the digital media design industry's switch to multidisciplinary collaborative teamwork as a response to the increasing complexity of technology has been rarely anticipated by higher digital media design education perhaps because subject 'silos' make collaboration more difficult. Major research into the employability of graduates from design disciplines in the United Kingdom (UK) and Australia revealed that employers are concerned about the preparedness of undergraduate digital media design students when entering the profession. The research highlighted the lack of professional skills and soft skills such as verbal communication of ideas and teamwork. Clearly it is time to respond to the widening gap between professional practice and design education. Currently under development and testing at an Australian university is a new learning and teaching model, referred to as the POOL Model. This new model is a multidisciplinary system of interdependent collaboration and expertise exchange across university, industry and community sectors. The Pool Model is based on existing resources and implemented as an integral part of the curriculum at undergraduate level in order to prepare students for collaborative multidisciplinary practice and meaningful careers in industry. This paper describes the development and implementation of an alternative learning and teaching model. The rational for the development of the model is described and its evaluation through the application of accepted research principles and methodologies.

The POOL Model: Foregrounding an alternative learning and teaching approach for digital media design in higher education

Recent studies show that current higher digital media design education generally fails to equip students with the expertise and skills suited to the requirements of the industry. This is a result of design education largely adhering to a curriculum model developed for and applicable to multimedia design practice in the 1990s. Utilization of this model persists, although it has become increasingly unviable due to rapid technological advances and a resultant shift in the industry away from the individual designer and towards collaborative team design. An alternative learning and teaching model is currently under development at a regional Australian university, referred to as the POOL Model. This new model is a multidisciplinary system of interdependent collaboration and expertise exchange across university, industry and community sectors, intended for implementation in undergraduate curriculum to prepare students for collaborative multidisciplinary practice and meaningful careers in the industry. Using data obtained by industry, design educators and students, this article evidences the rationale for the development of the model, which will form the basis for the ongoing development of the new curriculum through trial and revision.

Increasing authenticity through multidisciplinary collaboration in real-life scenarios in digital media design education

Undergraduate digital media design education is linked to a professional or vocational model, given that students are typically focused on the industry and its employment opportunities. Introducing authentic real-life scenarios in digital media design education is an effective strategy to replicate industry and the profession in order to prepare students for a successful transition from the classroom to their future multidisciplinary collaborative work environment. Linking industry and education in the scenario allows students to explore workplace issues and interact with practitioners, enabling them to understand the realities and complexities associated with multidisciplinary teamwork within the sector in which they will work. This article overviews the design of a real-life scenario to foster collaborative learning for digital media design and information technology students. Key findings include the fact that the majority of students indicated a future preference to work on real-world projects, they found the integrated feedback from an industry professional helpful, and more complex projects of a higher standard were completed. Students also experienced ‘authentic’ challenges during the collaborative process (e.g. communication challenges) and which reflect those of industry. The study also revealed that the introduction of multidisciplinary teams leads to a more enriched learning environment for all participating students.