Industrial Design Education Research Articles

Reorienting Design Towards a Decolonial Ethos: Exploring Directions for Decolonial Design

ABSTRACT: Contemporary Industrial Design, as professional and academic practice, exists intertwined with the global hegemonic power structures of coloniality (Buckley 1986; Escobar 2018a; Mareis and Paim 2020). Problematizing this situatedness, the effort of Decolonizing Design emerges as a twofold effort: first to unlink it from this structure, opening up for diverse understandings of Design and, second, to remove oppressive behaviors from Design. In this paper we present a decolonial intervention in an Industrial Design education in the Global North as an exploration of how to shift Design towards decolonial emancipation. From this project, we suggest the categories of listening, learning, and loving as guidelines for decolonizing Design. We conclude arguing that the work necessary to dismantle Design as we know it and explore decolonial directions demands that we continually work to break and counterbalance the allegiance to its Eurocentrism and oppressive ways of working.

Integrating sustainability into graphic and industrial design education: A fine arts perspective

The integration of sustainability principles into graphic and industrial design education has become increasingly imperative in response to global environmental challenges. This paper explores the incorporation of sustainable practices within design education, particularly from the perspective of fine arts pedagogy. By examining the intersection of sustainability and design education, this study identifies key strategies and methodologies to infuse sustainable principles into the curriculum. Drawing from fine arts perspectives, it delves into the importance of interdisciplinary collaboration, experiential learning, and critical thinking in fostering sustainable design practices among students. Furthermore, the paper investigates the role of design educators in cultivating a mindset of environmental responsibility and ethical design practices. It explores the challenges and opportunities associated with integrating sustainability into traditional design curricula, emphasizing the need for innovative approaches that blend theory with hands-on application. Through case studies and best practices, this research highlights successful initiatives and projects that demonstrate the effective integration of sustainability into graphic and industrial design education. These examples showcase how incorporating sustainability principles not only enhances the ecological footprint of design processes but also promotes social responsibility and cultural awareness. Overall, this paper contributes to the ongoing discourse on sustainability in design education by offering practical insights and recommendations for educators, institutions, and policymakers. It underscores the transformative potential of integrating sustainability into graphic and industrial design education, envisioning a future where designers play a proactive role in shaping a more sustainable and equitable world.

The Impact of The Variables of the 4th Industrial Revolution on The Development of Industrial Design Education

The Impact of The Variables of the 4th Industrial Revolution on The Development of Industrial Design Education

Research on the Collaborative Development Model of Industrial Design Education driven by Artificial Intelligence - An Interdisciplinary Approach Based on Student Creativity and Practice

Research on the Collaborative Development Model of Industrial Design Education driven by Artificial Intelligence - An Interdisciplinary Approach Based on Student Creativity and Practice

Industrial Design Innovation and the Development of Industrial Design Education

Industrial Design Innovation and the Development of Industrial Design Education

A Study on the Adoption of Virtual Reality in Industrial Design Education

A Study on the Adoption of Virtual Reality in Industrial Design Education

Integration of digital manufacturing skills in industrial design education and its impact on small and medium enterprises

Manufacturing has provided growth and employment opportunities to many developed countries. Digital technologies have further enhanced these opportunities and diversified manufacturing activities. However, it has not been as successful in developing countries, such as Botswana, due to the low absorptive capacity, lagging digital infrastructure, and the slow development of people who need upskilling or an entirely new skill set. The increase in access to the Internet and the extensive adoption of information and communication technologies by manufacturing companies are driving competition and disrupting the present circumstances. This study aims to assess the digital skills students acquire when studying an industrial design programme and compare them with the skills needed by digital manufacturing small and medium enterprises. A case study was adopted for this study because it can capture the relationship among the phenomena, context, and people in the lived realities of the participants. The findings indicate an alignment of the skills students acquire during their studies with those needed by digital manufacturing small and medium enterprises. However, the level at which students are exposed to these digital manufacturing skills is skewed towards basic awareness, with very few students reporting competency in digital manufacturing skills, such as using a laser cutter, plasma cutter, 3D printing, and a router machine. The emphasis could be shifted to developing digital manufacturing skills, as this is the future of manufacturing in the fourth and fifth industrial revolutions.

Bloom’s 3단계 학습모델 기반 감성디자인 3단계 체계 측정도구 개발에 관한 연구

A systematic understanding of the emotional factors and characteristics that consumers (users) experience while purchasing and using products and services is essential for designing products and services. This study aims to develop a more systematic quantitative measurement tool for analyzing products and services beyond the conceptual stages of Donald Norman's 'Three Stages of Perception Theory of Emotional Design' (after this referred to as 'ED 3s'), which is based on Bloom's Learning Model, as a follow-up to the previous study, 'Feasibility Study of Conceptualization of Three Stages of Emotional Design - Focusing on University Industrial Design Education Course'. The literature review obtained 165 scale items with validity and reliability with emotional design. Eighty items were extracted through the first round of expert review to assign five items to each of the 16 item systems to fit into Bloom's three-stage learning model system (after this, referred to as 'BL 3s'). The extracted 80-item survey was distributed to a target audience of 20-50 people using smart-phones and smart-watches; based on the final collected survey data, factor and reliability analyses confirmed the validity of 77 out of 80 questions except for 3. The first pilot survey questions derived from this study will be compared with the results of the third expert open-ended survey to be conducted in the future, and factor and reliability analysis will be conducted through the final fourth expert closed-ended survey.

User Experience Evaluation of a Virtual Reality Tool Used for 3D Modelling in Industrial Design Education: A Study in the Indian Context

Virtual reality (VR) technology has recently been adopted by educators for use in the classroom. Currently, this educational model includes not only lectures with teachers in the online classroom but also practical sessions using online platforms. Few studies have explored the potential of pedagogical approaches to implementing VR in the classroom for the purpose of design education. The focus of this paper was to study the learning experiences of the 3D visualisation of products among industrial design students through the strategic implementation of virtual reality technology. A within-subjects comparative study was conducted to measure cognitive workload and engagement and enjoyment, while a 3D modelling task was given using two different set-ups (conventional 3D software versus VR-based software). The statistical results show that the NASA-TLX score was lower in the case of the VR-based 3D modelling exercise compared to the conventional 3D software-based exercise. On the other hand, the mean values were higher for the engagement and enjoyment and usability scores, which means that the VR-based experience for 3D modelling was better than the traditional modelling experience using conventional software. Hence, there are possibilities to implement VR-based 3D modelling tools for online industrial design education for 3D visualisation in the near future.

Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels

Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally not shared by the wider community who may see design as surface decoration. This research identifies indicators of value and relevance taken from the twenty-first century competences literature, then measures their presence in four different Industrial Design education settings. Two studies were undertaken. First, Industrial Design educators from primary, secondary, and tertiary levels were surveyed. Then diverse Industrial Design education stakeholders from education and non-education settings were interviewed. The studies gathered both quantitative and qualitative data on the value and relevance of current Industrial Design education in Australia. The result is a comprehensive analysis of the twenty-first century competences present in Australian Industrial Design education, which concludes with recommendations for ways Industrial Design education can benefit twenty-first century learners, as well as ways it should evolve to remain relevant.

Utilization evolving prototype technologies in industrial design in the light of industry 4.0

Utilization evolving prototype technologies in industrial design in the light of industry 4.0

Set Design Thinking and the Art of the Human

In this article, I explore the promise and pitfalls of medium as environment by tracking the twin developments of environmental thinking and set design in China, considering it as a problematic of epistemology, technology, and aesthetics. I treat huanjing (environment) as a neologism, a new episteme, a dispositif, and a mode of power, taking set design as the companion medium that reconnects art and technology, aesthetics and politics. Reconceptualizing set, design, and environment at the intersection of industrial design and progressive education, I focus on modernist and propagandistic practice of set design in China in the 1930s and ’40s, moving from set design in film and theater to the design and practice of human/environment that constitutes the landscape of the social. How these aesthetic and technical experiments rework the social will help us reconfigure the human in the reassemblage of our medium/environment complex.

Exploring the practical integration of 4IR technologies in industrial design education in South Africa

The Fourth Industrial Revolution (4IR) is changing the world around us, altering the way we live, work, and engage with one another. Driven by the Internet of Things (IoT), the 4IR and its associated technologies are driving great shifts in manufacturing and production and as such, within the Industrial Design (ID) discipline itself, not only in the products we design but more notably, in the tools and processes we use to do so. The unprecedented speed at which these innovative technologies are progressing and reshaping the industry calls for the urgent restructuring of higher education curricula. To prepare students for the rapidly changing industry, ID programmes must develop appropriate content and integrate these technologies into their teaching and learning to deliver the skills and knowledge needed in this new era. This paper reports on the first cycle of an Action Research study in which ID lecturers and 1st-year students explored the utilization of 4IR technologies in undergraduate teaching. This project aimed to identify the opportunities and challenges of such technologies to determine the most effective and appropriate way to incorporate new technologies into the curriculum. The purpose of this paper is to present and discuss the implementation of these technologies through the assessment of the efficacy of the project outcomes through examples provide, and the students’ individual experiences and reflections, and finally, to present key findings and recommendations for further study.

Digital prototyping, open design, and sustainability in industrial design education: a case study

ABSTRACT This study investigates digital prototyping in undergraduate industrial education through a case study of two pilot projects and a new elective and project-based course. It explores the literature on digital prototyping, open design, and sustainability, analyses student projects through the case study, and discusses the findings in relation to the literature review. In the study, two frameworks are suggested that aim to guide digital prototyping education in the industrial design field. The first framework aims to frame the content, and the second seeks to frame the context for the student projects. The first framework focuses on the relationship between the completeness of the products when they meet the users, the level of users’ design skills, and possible user-intervention types to the product. The second framework focuses on environmental and economic sustainability, considering the benefits and risks of four possible scenarios according to the user-engagement type.

Aktual'nye tendencii v obuchenii special'nosti «promyshlennyj dizajn»

The article discusses the main directions of development of the educational theory and practice in the field of industrial design. Systematization of the latest achievements of scientific thought in comparison with current trends in social change and industrial design makes it possible to reveal transformational processes that are currently taking place in industrial design education. The study also addresses the experience and the results of existing educational programs optimization.

Transferring Experience in Industrial Design Studio Education

Design studio courses are the basis of industrial design education. The product design projects carried out by academic and private sector experienced full-time and part-time instructors are shaped inline with the domain and experience of the lecturers. Assessment criteria may also change with the content of each product design project implemented. Instructors convey the values and approaches they consider to the students through the teaching methods they prefer throughout the process. In the industrial design studio education, where teaching takes place through experience transfer, different types of experience and knowledge are brought together by instructors and students collaboratively throughout the process. Within the scope of the study, the different approaches of the full-time and parttime instructors in the project development processes in the product design studios were examined through the professional domains and experiences of the instructors in Turkey. In order to do so, a survey was conducted with both parties. The collected data were analysed with the Chi-Square Independence test, and significant relationships were determined between the experiences, teaching methods, and design process approach of full-time and part-time instructors carrying out the product design studio. Participants’ opinions about design techniques, design assessments and shortcomings of education were listed in the table and the distributions of the answers were shown. In this direction, evaluations and suggestions regarding the transfer of experience in product design education have been shared.

Technology-driven design process: teaching and mentoring technology-driven design process in industrial design education

Technology-driven design process: teaching and mentoring technology-driven design process in industrial design education

THE EFFECT OF TEACHING INNOVATION ON LEARNING EFFECTIVE-NESS AMONG THE STUDENTS OF INDUSTRIAL DESIGN IN HIGHER EDUCATION

This article discusses the effect of teaching innovation in Industrial Design education, it is needed to reinvent about everything to override challenge of public consciousness. Teaching innovation is including scientific advances, technology breakthroughs, new political, economic structures, environmental solutions, or an updated code of ethics for nowadays life. Everything demands innovative, out of box thinking is a must in teaching and learning. The challenge today for Industrial Design education is how to capture the students’ attention, and putting across ideas in such a way that it stays with them long after they have left the classroom. This means that Industrial Design lecturers need a set of teaching innovation which influence innovative development. In this manner, the content explores to assimilate the elements, ideas and methods that consider as teaching innovation on learning effectiveness. The objectives of this article are to identify the effect of teaching innovation methods for an Industrial Design programme and to explore how processes of teaching innovation on learning effectiveness in Industrial Design programme. This article compiles secondary data on a topic by accredited scholars and researchers; critically reviews existing research on the topic; and analyses contrasting perspectives and theoretical approaches. In summary, this paper consolidates the concept of teaching innovation in Industrial Design education and the learning effectiveness among the Industrial Design students in higher education setting.

Integrating parametric design and additive manufacturing knowledge in industrial design education

Additive Manufacturing (AM) technologies are present in almost any industry. For industrial designers, AM technologies are important for prototyping of new design concepts, and for their evaluation in short time and with less effort. Physical prototypes in industrial design often represent the outer shape, main modules and basic motions proposed with the designed concept. They are useful for better communication and acceptance of the design. Efficient prototyping can support creativity and experimentation in design.However, AM technologies also have limitations, meaning that there are manufacturing restrictions that the designer needs to know. Lack of knowledge on DfAM tools and techniques can be seen as one of the barriers for the further implementation of AM. By implementing DfAM in the Industrial Design Engineering curriculum, future designers can work confidently with AM and design products that fully exploit the possibilities of these technologies. DfAM is a way of thinking, a way of designing that the future designers and engineers need to obtain in the educational process.In this paper, we present the learning process that connects parametric modelling, DfAM and AM technologies through practical examples of product modelling and prototyping. The product models are redesigned and physically prototyped by the students, using a selected AM technology. More advanced examples are introduced through student projects that can stimulate creativity in development of design ideas, based on improved understanding of how the objects are manufactured, to get more advantage from using AM technologies.

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

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