Design Skills Research Articles

Enhancing engineering design, scientific creativity, and decision-making skills in prospective science teachers through engineering design-based robotics coding applications

ABSTRACT Background Engineering design-based robotics coding applications are innovative approaches in science education that can enhance key skills among prospective science teachers. Addressing global environmental issues within these applications provides a unique context for developing engineering design skills, scientific creativity, and decision-making abilities. Purpose This study aimed to determine the effects of engineering design-based robotics coding applications, conducted within the context of global environmental issues, on the engineering design skills, scientific creativity, and decision-making abilities of prospective science teachers. Sample The research was conducted with prospective science teachers at a state university in Turkey during the 2022–2023 academic year. Design and methods The study employed the convergent parallel design of mixed research methods. Quantitative data were collected using the ‘Engineering Design Skills Scale’, ‘Scientific Creativity Scale’, and ‘Decision-Making Skills Scale’. Qualitative data were gathered through a ‘Semi-Structured Interview Form’. Results The findings revealed that engineering design-based robotics coding applications significantly improved the engineering design skills, scientific creativity, and decision-making abilities of prospective science teachers. Conclusions These results suggest that integrating such applications into science teacher education, particularly in the context of global environmental issues, can play a vital role in equipping future educators to address environmental challenges. This study underscores the importance of innovative approaches in teacher education to strengthen prospective teachers’ ability to develop solutions to environmental problems.

Circular building hubs as intermediate step for the transition towards a circular economy

Despite growing government and market interest to use Circular Building Hubs for reusing construction components, few academic articles have been written about them. We know little about the potential of hubs to answer to the challenges of reuse in the present and future, and their potential to drive systemic changes towards a circular economy. Using various qualitative research methods, this article aims to respond to this research gap by applying social practice theory and the multilevel perspective on past and future practice reconfigurations within the system-of-practices in which these hubs reside. Results show that within hubs reconfiguration from demolition to deconstruction and repair and refurbishment practices have been developed. However, selling components remains challenging, and procurement for reuse and design skill remain underdeveloped. Practitioners expect the system-of-practices to professionalize in the coming years, resulting in market growth for secondary components. Long term, practitioners expect hubs to shrink or disappear because the balance between supply and demand will be controlled digitally. Hubs are therefore a driver for the transition, but only as intermediate step, not as solution for a circular economy. This article is particularly interesting for academics studying CE and transitions, and policy makers interested in developing Circular Building Hubs.

Entrepreneurial Training to Equip Diploma Students in Educational Qualification with Interactive Educational Video Design Skills

Entrepreneurial Training to Equip Diploma Students in Educational Qualification with Interactive Educational Video Design Skills

New Terms to Define the Field of Design

This paper presents the results of a research project undertaken by a team of researchers at the Università Iuav di Venezia, which began in January 2021 and ended in January 2023. The project investigated the present-day reality of design studios in the Veneto region, to understand the transformations that have occurred in the ways of thinking and acting tied to the modification of the areas of intervention and the design skills that are expected from the designers. The profession and relationships with companies and clients on the one hand have changed from familiar and historically-practiced approaches, reflecting transformations in the position and role of the designer, and on the other have undergone a significant expansion in the possibilities of intervention. The final goal of this study is to offer a reflection on the directions in which the profession is moving, with the aim of informing professionals and design businesses, as well as the educational institutions which are forming the next generations of designers.

فاعليَّة برنامج تدريبيّ مقدَّم على منصَّة رقميَّة إلكترونيَة لتنمية مهارة التَّصميم التَّسويقي الرَّقميِّ لدى متدرِّبي المعهد الصِّناعيِّ الثَّانويِّ في جدَّة

This study aimed to investigate the effectiveness of a training program delivered on an electronic platform(coursera) to enhance digital marketing design skills among trainees at the Secondary Industrial In the city of Jeddah, in the Kingdom of Saudi Arabia. By applying action research on a purposefully selected experimental sample, the research sample included (20) second-year secondary school trainees from the computer science track at the Secondary Industrial Institute in Jeddah. A pre- and post-assessment test was developed specifically for the instructional design in this study. The research tool consisted of two main axes: the first axis focused on designing the digital marketing product, and the second axis on writing digital marketing content. The study results revealed statistically significant differences between the pre-test and post-test scores, favoring the post-test application across all skills represented by the scale. The study also recommended training small business owners affiliated with technical and vocational training and graduates of the Secondary Industrial Institute to develop digital marketing design skills in their marketing campaigns.

Exploring Computer-Aided Environmental Art Design: A Course Overview

Computer aided education is transforming with the integration of technology. In the context of advancing art education, there is a pressing need for innovation to enhance student engagement and learning outcomes. This study introduces an innovative approach by employing an Adaptive Kookaburra Optimized Dynamic Recurrent Neural Network (AKO-DRNN) with the framework of computer-aided environmental art design courses. The traditional methods of teaching art are being complemented by computer-aided tools and intelligent systems. This research explores the application of AKO-DRNN in revolutionizing art education, focusing on environmental art design. The primary goal is to develop an instructional system that leverages advanced algorithms to offer personalized, accurate aesthetic guidance, enhance creative exploration, and elevate students' practical skills in environmental art design. This study integrates AKO-DRNN into the course structure, which combines deep learning (DL) models with environmental design principles. The AKO-DRNN model utilizes dynamic recurrent networks optimized by a Kookaburra-inspired optimization algorithm to effectively analyze and predict artistic styles and features. This model provides real-time feedback and adaptive learning paths tailored to individual student needs. Implementation of the suggested model has demonstrated significant improvements in students’ design quality, creativity, and skill acquisition. The adaptive nature of the model enhances learning outcomes and engagement. The established framework offers a robust solution for modernizing art education in environmental design, fostering greater innovation and practical skills among students.

Using the S‐DIKW framework to transform data visualization into data storytelling

AbstractCommunicating insights from data effectively requires design skills, technical knowledge, and experience. Data must be accurately represented with aesthetically pleasing visuals and engaging text to effectively communicate to the intended audience. Data storytelling has received much attention lately, but as of yet, it does not have a theoretical and practical foundation in information science. A data story adds context, narrative, and structure to the visual representation of data, providing audiences with character, plot, and a holistic experience of narrative. This paper proposes a methodological approach to transform a data visualization into a data story based on the Data‐Information‐Knowledge‐Wisdom (DIKW) pyramid and the S‐DIKW Framework. Starting from the bottom of the pyramid, the proposed approach defines a strategy to represent insights extracted from data. Data is then turned into information by identifying character(s) facing a problem, adding textual and graphic content; information is turned into knowledge by organizing what happens as a plot. Finally, a call to wise action—always informed by cultural and community values—completes the storytelling transformation to create a data story. This article contributes to the theoretical understanding of data stories as emerging information forms, supporting richer understandings of a story as information in the information sciences.

An Expanded Observation of Student Perceptions Regarding Hybrid Student-Designed and Step-by-Step Lab Experimental Procedures

First-year students are often provided step-by-step directions in hands-on, lab-based learning environments. By allowing more experimental procedure autonomy, students may be able to improve their understanding and develop additional skills in experimental design. The aim of involving students in experimental procedure design is to enhance learning and engagement, force critical thinking, and reinforce the idea that engineers are problem solvers. Over six first-year engineering mechanics labs, students were instructed to develop their own experimental procedure. An optional post-lab survey was used to collect information from the students about their experiences, perceived levels of understanding of the material covered, and enjoyment in these labs. This paper describes student perceptions associated with student-led experimental procedures. The student feedback surveys results indicated that 62% of students perceived the process of experimental procedure design to be helpful in their learning and 47% indicated that it resulted in an increased level of enjoyment.

Characterizing Computer Aided Design Performance: What can we learn from expert users?

Students who participate in engineering technical extracurricular teams such as Mini Baja and Formula Electric tend to have excellent Computer Aided Design (CAD) skills that often exceed that of their curricular peers with similar levels of education. This study characterized the differences in CAD performance between student CAD “experts” and their more novice peers. It was initially hypothesized that the baseline spatial ability between groups will be similar, but that specific differences in the quality of the technical drawings would exist between the groups. Three groups of students were studied: “Senior” students (Year 3 or more and on an extracurricular technical team, n=12), “Novice” (Year 2, not on a team, n=13) and “Junior” (Year 2 and on a team, n=7). Participants completed the same CAD task and a spatial test. The task output, technical drawings, were rated against a rubric by an expert assessor blinded to group membership. The scores were analyzed in MATLAB with a Mann-Whitney U-test. Junior and Senior students scored higher on a spatial visualization test compared to Novices, but only the Novice-Junior comparison met the criteria for statistical significance. There were no significant differences on any technical drawing criteria between Juniors and Seniors. Seniors’ assembly drawings were significantly better than Novices on the criteria relating to parts list and labelling. This contributed to a statistically significant difference in the overall assembly drawing score between the Novice and Senior groups, even though there was no significant differences in total overall score (part design, part drawing, assembly drawing summed together) between any groups or any significant correlations with spatial ability (measured by PSVT-R). Differences relating to expertise level (group) were primarily related to the more complicated assembly drawing task.

Measures of Information Visualizations in Design Studio Education: Designing Climate Change Visualizations

The climate crisis and sustainability are priority issues that are increasingly integrated into all fields of study in universities. For the field of communication design, there is a challenge to deliver effective designs on the climate crisis due to the complexity of the issue and the large volume of scientific data involved. To overcome this challenge, information visualizations are designed to help communicate complex data. Information visualizations, being data-driven, necessitate specific design principles in addition to fundamental graphic design skills. This study investigates the communication of the climate crisis through information visualizations, with the aim of determining the prominent measures and relevant design language that can be incorporated into design studio education. We conducted three focus groups with academics teaching communication design studios and professionals who have work experience in information visualization design and experts who are doing projects on sustainability and the climate crisis. The findings highlight the importance of actionability, enlightening, evoking curiosity, evoking emotions, localization, personification and positivity in designing effective climate change visualizations. This study contributes to the fields of information visualization and communication design by offering measures to enhance climate change visualizations and providing insights for teaching these principles in communication and graphic design studios.

Membangun Startups Incubator Untuk Membentuk Ekosistem Startups Yang Inovatif Dan Kompetitif

The Fourth Industrial Revolution has driven significant changes across various sectors, with startup emerging as key players in the global economy. Despite their immense potential, many startup face significant challenges, including a high failure rate within the first five years of operation. Design Thinking, a human-centered approach, has surfaced as a solution to address these challenges by helping startup understand user needs, identify problems, and create innovative solutions. This study aims to analyse the application of Design Thinking in building an innovative and competitive startup ecosystem. Using a literature review methodology, this research identifies various tested approaches and strategies, as well as the challenges and opportunities faced by startup in implementing Design Thinking. The findings indicate that the application of Design Thinking can enhance a startup's competitiveness by accelerating product innovation and improving responsiveness to market changes. The main challenges include a lack of understanding of the method and limited human resources with the necessary skills in technology and design. We suggest establishing Startups Incubator, with the framework adapted and modified to include active participation from stakeholder. The Startups Incubator will place members as strategic component of socio-economical system; will create a culture of adaptive innovation that is able to solve problems in society, in line with stakeholder needs, market realities and system complexity. By integrating some Startups Incubators, then we can create startups ecosystem that is continuously innovate and market-competitive.

AI through the looking glass: an empirical study of structural social and ethical challenges in AI

AbstractThis paper examines how professionals (N = 32) working on artificial intelligence (AI) view structural AI ethics challenges like injustices and inequalities beyond individual agents' direct intention and control. This paper answers the research question: What are professionals’ perceptions of the structural challenges of AI (in the agri-food sector)? This empirical paper shows that it is essential to broaden the scope of ethics of AI beyond micro- and meso-levels. While ethics guidelines and AI ethics often focus on the responsibility of designers and the competencies and skills of designers to take this responsibility, our results show that many structural challenges are beyond their reach. This result means that while ethics guidelines and AI ethics frameworks are helpful, there is a risk that they overlook more complicated, nuanced, and intersected structural challenges. In addition, it highlights the need to include diverse stakeholders, such as quadruple helix (QH) participants, in discussions around AI ethics rather than solely focusing on the obligations of AI developers and companies. Overall, this paper demonstrates that addressing structural challenges in AI is challenging and requires an approach that considers four requirements: (1) multi-level, (2) multi-faceted, (3) interdisciplinary, and (4) polycentric governance.

Pelatihan Desain Menggunakan Software SolidWorks dan 3D Printing untuk Siswa SMK

Digital technology, especially SolidWorks software and 3D printing, has brought significant changes to the modern manufacturing industry, increasing efficiency, productivity, and product quality. The problems faced by vocational school graduates are related to their lack of skills in operating the software. Community service activities aim to provide solutions, with direct training, to overcome the skills gap that arises due to the lack of facilities and competent teachers in the vocational school environment. Training methods include delivering material with practical exercises and using evaluations to measure participants' understanding. The main goal is to improve product design skills using SolidWorks and operating 3D printing machines. Based on the training carried out, it shows an increase in participants' knowledge regarding the operation of SolidWorks software and 3D printing. This can be seen from the increase in post-test scores of 6.34% compared to the pre-test. In addition, the participants' 3D printed parts showed better quality in terms of dimensional accuracy, visual surface roughness, and fewer defective parts compared to before the training.

Rubric development and validation for assessing educational robotics skills

The current study describes the process of development and validation of a rubric for assessing educational robotics skills among middle school students. A multiphase method has been followed, including a literature study, expert consultation, content validation, pilot testing, reliability analysis, and construct validation. The resulting dual-category rubric designing and programming skills were further elaborated by specific criteria and performance levels. Content validation identified seven key criteria: stability and durability, motors, innovation, code organization, dependability and reliability, movement and rotation, and innovative use of sensors. The results of inter-rater reliability analysis for all criteria indicated good agreement, with Krippendorff’s alpha ranging from 0.941 to 1.000. Additionally, construct validation using exploratory factor analysis confirmed a two-factor structure that aligns with the intended domains of design and programming skills, explaining 67.4% of the total variance. The rubric was consistent with learning/teaching theories such as Bloom’s taxonomy, constructivist learning theory, and self-determination theory. This rubric fulfills the existing need for a specific assessment tool in educational robotics and supports educational practices through very detailed feedback to students on their performance. This adds much to educational assessment and education in robotics and enhances teaching and learning outcomes for STEAM education in various settings.

Competency of Successful Professional Trainers in Thailand in the Disruption Era

Current disruption era necessitates ongoing skill development for HR through training. Competency of professional trainers is key to training success. In-depth interviews with training managers, professional trainers, and training attendees revealed three components of competency - traits, knowledge, and skills. Traits comprised attitude (i.e., great heart and growth) and personality (i.e., passionate, accessibility, signature, and suitable to audience). Knowledge comprised expertise (i.e., content expertise and company/industry expertise) and experience (i.e., work experience and life experience). Skills comprised learning design skills (i.e., application of appropriate techniques and stakeholder-centered design), delivery skills (i.e., application-oriented and persuasive and inspiring), and developing business skills/entrepreneurship.

The Impact of the Covid-19 Pandemic on Educators’ Wellbeing and Pedagogical Practices

Abstract The shift from traditional, in-person instruction to online education during the COVID-19 pandemic has highlighted the need to understand its impact on teachers’ mental health and the new skills required for successful online and blended learning in a post-pandemic world. As schools resumed on-campus learning, the challenge now lies in preserving the valuable insights gained during the rapid transition to online teaching. This article presents findings from a study that involved interviews with 187 teachers across 14 school districts in northeast Ohio, conducted over two years during the pandemic. A thematic analysis was used to explore teachers’ experiences and feedback. Despite the disruptions, several key lessons emerged. Teachers adapted by utilizing a variety of digital tools to ensure continued content delivery and foster student engagement. They enhanced their skills in course design and assessment while also developing a greater understanding of their students' unique circumstances.

Academic Opinions on the Use of Augmented Reality in Basic Design Education

With the advancement of technology, educational materials have also undergone a period of development and change. This situation has been inevitable as a result of both Generation Z students' familiarity with technology and the change in their thought structures. In this study, research was conducted on the integration of the basic design education course, which has been carried out with traditional methods since the Bauhaus School period, with innovative technology. In this context, the opinions of expert academics on the integration of augmented reality (AR) technology into basic design education were analyzed. The effects of the inclusion of AR technology in learning processes on students' design skills and development processes are discussed. In the study, semi-structured interviews were conducted with 10 academics who are experts in their fields using in-depth interview technique from qualitative research methods. It was concluded that academics agreed that AR technology should be integrated with traditional teaching methods. In addition, the advantages and disadvantages of integration and possible concerns that may affect the expected learning outcomes when using traditional methods due to the use of AR technology are emphasized. In line with the findings obtained from the interviews, suggestions on how basic design courses can be transformed into a more interactive and efficient way are given.

Designing with words: Writing as design

Writing for design has, over the past few decades, seen steady appreciation. Literature on design writing refers to it as a mostly technical vocation centred on the craft of writing in and of itself. Moreover, the suggestion seems to be that while writing is beneficial to, it is also distinct from the practice of communication design. Elsewhere, writing in the context of communication design is viewed as a specialisation - a skill that is typically reserved for a specialist writer who helps craft a tone to complement a predominantly visual design. In this article, we argue that writing for design is a far more complex and foundational skill for communication designers. In doing so, we explore the interdependence of narrative and writing, as a systematic design process and so highlight the importance of creative writing as design in an educational context and emphasise how integral writing is to the designer as a storyteller. To demonstrate this, we explore a selection of student work from an editorial project that has, for the past 21 years, been delivered to fourth-year Information Design students at the University of Pretoria (and which formed part of the 2023 Stories Worth Telling retrospective exhibition).

Promoting Effect of Art Design Competition on Teaching Reform of Visual Communication Design Specialty

The art and design competition has brought more practical project experience to graphic communication design. Traditional design education often focuses on teaching theoretical knowledge and basic skills, while practical business projects and design challenges are rarely introduced into the classroom. This paper will introduce the basic concepts and characteristics of art design competition and its application in teaching visual communication design. Through the case analysis of various art and design competitions, we can see how these competitions stimulate students’ innovative thinking, improve students’ design skills, and help students establish professional design concepts. Art and design competitions can not only improve students’ design skills but also help teachers understand the latest trends in the industry. Suggestions have been put forward on how to better utilize art and design competitions to enhance professional level. These suggestions include how to choose a suitable competition project, how to organize and guide students to participate in the competition, and how to transform the results of the competition into teaching resources. Art and design competitions help improve students’ practical abilities and innovative thinking. Compared to traditional teaching methods, art and design competitions place more emphasis on practice and innovation. During the competition, students need to apply their theoretical knowledge, combine it with practical needs, unleash innovative thinking, and complete works with practical application value. This form of competition can encourage students to transform theoretical knowledge into practical abilities, cultivate their innovative thinking and problem-solving abilities.

Pembuatan Media Pembelajaran Berbasis Digital untuk Guru dalam Meningkatkan Pemahaman Pendidikan Seks Siswa Sekolah Dasar

Early childhood education plays an important role in equipping children with knowledge and skills for the future. One of the crucial aspects of this education is sex education, which aims to introduce students to the concept of privacy and body boundaries, as well as preventing potential sexual crimes. At SDN 31 Dompu, there are challenges in student behavior and the lack of use of digital technology in learning. The Community Service Program (PkM) carried out by STKIP Yapis Dompu aims to increase teachers' understanding and skills in using digital-based learning media, especially through making sex education posters using the Canva platform. The program implementation method includes three stages: preparation, implementation, and evaluation. In the preparation stage, surveys, outreach and preparation of training materials were carried out. Program implementation includes training and assistance in making poster learning media using Canva, as well as workshops to improve participants' skills. The evaluation stage aims to monitor the results and sustainability of the program. The results showed that 85% of participants experienced improved graphic design skills, 80% felt more confident in using Canva, and 90% felt the training deepened their understanding of presenting sex education information. This program succeeded in improving the quality of learning media at SDN 31 Dompu and created a more positive learning environment.