Design Skills Research Articles

The Relationship between Teachers’ Knowledge Level and Pedagogical Skills of Primary School Teachers with the Implementation of Higher Order Thinking Skills (HOTs) in Design and Technology Subject

The Relationship between Teachers’ Knowledge Level and Pedagogical Skills of Primary School Teachers with the Implementation of Higher Order Thinking Skills (HOTs) in Design and Technology Subject

Management pedagogy:

It's a study with a qualitative approach through action research. With the aim of teaching addition using the Mariela-Lehren-addieren method to students in 3rd and 4th grade. The Method of teaching addition is from the teaching of the basic skills of mathematical thinking, design and evaluation of the teaching strategy, the concept of number positional value, sign, concept of grouping, regrouping of numbers, the algorithm of addition, the practice of it with numerical exercises and reasoned problems. It is concluded that 18 students out of 21, achieved the learning of addition up to 4 digits with the Mariela-Lehren-addieren method through action research. It's inferred that the problems that arise in the learning of the addition, can be rooted by lack of systematic approach in previous educational cycles of the student, absences, learning problems, teaching models, motivation and school synergy.

Digital creativity-based professional learning communities’ model to encourage differentiated learning design skills in elementary school teacher

The professional practice of Learning Communities (PLC) demonstrates ineffectiveness when collaborative work hinders innovation in understanding individual student needs. This study aims to describe design of digital creativity-based PLC models for teachers to support the skills of developing differentiated learning in elementary school. The research used the Borg & Gall development design. The research subjects consisted of 180 elementary school teachers who had at least five years of teaching experience. The research data were obtained through questionnaires and documentation. Research data analysis was carried out with an interactive model. The results show that the findings of the needs analysis show that teachers need software to implement PLC. Products in the form of PLCs can be accessed via the website. Prototype of application PLC model based on digital creativity has four main menus consisting of the “KKG Team”, “Training”, “Work Space”, and “News” menus. The digital creativity-based PLC model was developed by producing an output in the form of an application that can be accessed via the website. The prototype model has not been validated by experts, so further studies are expected to be able to test the validity of the model and conduct field trials.

Comparing traditional and flipped classrooms in teaching block-based programming: effects on fifth-graders’ self-efficacy towards computational thinking skills, conceptual learning, and their perspectives

ABSTRACT This study investigates the impact of two teaching methods – face-to-face traditional teaching and the flipped classroom model – on fifth-grade students’ self-efficacy towards computational thinking skills, conceptual learning, and perspectives on programming within a block-based environment. Seventy-seven students participated in this mixed-method research with an exploratory sequential design. The quasi-experimental phase involved administering the Self-Efficacy Perception Scale for Computational Thinking Skills as a pretest and posttest to both experimental and control groups, along with weekly achievement tests during the treatment. Additionally, focus group interviews were conducted with 24 students after the treatment. The findings revealed that students in both groups improved their conceptual learning and self-efficacy in computational thinking. Moreover, both groups reported that discovery learning was particularly effective in enhancing their game and animation design skills during the treatment.

Assessing Student-User Experience in Building Design Studios Using Advanced Intelligent Tools: A Pilot Study at the University

Recent advancements in technology have revolutionized various fields, including architecture education. However, studies exploring immersive realities in architectural design studios remain limited. This research addresses this gap by conducting a pilot study at the Architectural Engineering Intermediate Design Studio, which thoroughly explores the use of Virtual Reality (VR) to help architectural students enhance their design skills, detect design flaws and clashes between different systems, and provide valuable insights for the advancement of architectural education and practice. The study will adopt a qualitative methodology that utilizes in-depth interviews conducted with the students while they explore their designs using VR hardware. The research findings revealed the effectiveness of VR in identifying the following: Enhancing the visualization of design challenges, providing a comprehensive building assessment, and holistically detecting design qualities and system integration problems. The pilot study recommends integrating the use of VR into the curriculum of the intermediate design studio level at the University. The research findings will contribute to the current knowledge base and guide future advancements in immersive design technologies.

Blended and Collaboration-Based Learning Management Model to Enhance Mobile Website User Experience (UX) Design Skills

This study presents a collaborative learning model designed to enhance mobile website design skills with a focus on user experience (UX). The model, assessed by nine experts across utility, feasibility, propriety, and accuracy, demonstrates high-quality scores, reflecting substantial agreement and effectiveness. Specific strengths include the model’s adaptability to the curriculum (4.56) and its applicability to university students (4.44). Areas for improvement, with mean values of 3.89, highlight opportunities for refinement, particularly in the appropriateness of learning processes and the precision of details within activities. Synthesizing steps from cooperative, blended, and Project-Based Learning, the model aligns with Stufflebeam’s framework, emphasizing high feasibility, utility, propriety, and accuracy. Comparative insights with previous research validate its strength across diverse educational contexts. The model’s success, proven through evaluation and refinement, carries significant implications for education by enhancing both technical skills and a holistic understanding of user experiences in mobile web design. Despite acknowledged limitations, the collaborative learning model invites continued exploration and adaptation, ensuring its relevance in the evolving landscape of educational practices.

Students’ experiences of educational technology use to facilitate university learning: factors influencing their mediation of learning

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use. The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

Evaluation of pre-service teachers' views on STEM education

This study aimed to evaluate pre-service science teachers' views on STEM education. Data were collected at the end of each activity and the end of the training with evaluation sheets. The collected data were analyzed with the content analysis method and interpreted with percentage and frequency values. The research method is a case study. Participants received four weeks of practical training, including STEM activities. Based on the data collected, it was determined that teacher candidates did not have a negative perception of STEM activities, that they had difficulty in activities that required handcraft, and that it contributed positively to their interdisciplinary perspectives. They also stated that the training was enjoyable and creative; developed imagination and handicraft skills; increased productivity, self-confidence, design skills, problem-solving skills, and group work; provided practical thinking; ensured permanent learning and field cooperation; and contributed to analytical thinking. Most of the participants stated that they did not find STEM education at their universities sufficient, would apply STEM activities to their students when they became teachers, and wanted to improve themselves in STEM education. Participants stated that they most needed development in the subject of academic knowledge, utilization of technology, handcraft and creativity. In addition, it was determined that positive perceptions and opinions about STEM education were observed.

Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.

Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the NeuroNotebook intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the NeuroNotebook can be an effective alternative to a "wet-lab" experience.

Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills

In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers’ instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education.

Pemanfataan Aplikasi Canva Sebagai Media Desain Promosi Produk Bagi Guru SDN 18 Kampung Durian

The community service program titled "Utilization of Canva Application as a Promotional Design Media for Teachers of SDN 18 Kampung Durian" aims to enhance the graphic design skills of teachers through intensive training using the Canva application. This program was implemented to address the challenges faced by teachers in promoting their side business products and creating engaging teaching materials. Through lectures, discussions, Q&A sessions, and intensive mentoring, the program successfully improved the technical abilities of the teachers in using Canva. Evaluation results show that 85% of the teachers feel more confident and capable of producing more professional designs. This program also positively impacted the quality of school promotional materials and the teachers' side businesses, as well as increased their technological literacy and creativity. In conclusion, this training successfully achieved its goals and made a positive contribution to enhancing the quality of education and economic welfare of the teachers at SDN 18 Kampung Durian.

Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective.

Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes.

GIẢI PHÁP NÂNG CAO HIỆU QUẢ GIÁO DỤC ĐẠI HỌC TRONG KỶ NGUYÊN 4.0: TỐI ƯU HÌNH THỨC DẠY HỌC TRỰC TUYẾN VÀ ĐỔI MỚI, SÁNG TẠO TRONG CÔNG TÁC KIỂM TRA - ĐÁNH GIÁ

In the trend of globalization, under the impact of the Industrial Revolution 4.0, teaching activities at universities need to be thoroughly innovated and apply modern teaching methods and forms to meet the requirements of promoting students' positivity, initiative, and creativity; improve knowledge exploration and discovery skills, teamwork skills, self-study and self-research skills, etc. This suggests a modern form of teaching to be born: online teaching. Along with that is constant creativity and innovation in designing teaching materials as well as adjusting the assessment method of lecturers. However, reality shows that, due to many different reasons, the implementation of online teaching and the current teaching material design skills of most lecturers are still limited. The article will focus on analyzing the current situation of implementing online teaching, the causes of slow innovation in testing and assessment activities in the university teaching process. From there, contribute solutions to improve this situation. Keywords: Online teaching form; technological platform; online teaching channels and models; testing - evaluation

Supporting and Inhibiting Factors in the Development of Indonesian Language with the Integration of Islamic Education Values

This study explores the development of Indonesian language teaching materials integrated with Islamic Education (PAI) values for Grade XI students at SMA Terpadu Bustanul Arifin Bener Meriah, during the 2024-2025 academic year. The research employs a Research and Development (R&D) methodology, focusing on identifying the supporting and inhibiting factors in this integration. Key supporting factors include the availability of Indonesian language books published by Kemendiknas and strong support from Indonesian language and PAI teachers. Inhibiting factors include the absence of National Instructors (IN) for the Indonesian language subject in Situbondo Regency, limited creativity and design skills in the developed materials, inadequate IT proficiency among teachers, and time constraints. The study concludes that while the initiative shows promise, addressing these challenges is critical to ensuring the successful integration of PAI values into the curriculum. This integration aims to enhance not only linguistic skills but also the moral and spiritual development of students, aligning with the broader educational objectives of the 2013 curriculum.

Development of Android-Based Interactive Media Articulate Storyline 3 in IPAS Subjects Fourth Grade

This study aims to develop educational materials using Articulate Storyline, an e-learning software known for its practicality in creating interactive learning materials. This program is very helpful because it has an intuitive and easy-to-operate interface, which allows teachers and curriculum creators to design materials without requiring special skills in programming or graphic design. The methodology used in this study is Research and Development (R&D), following the ADDIE model which includes analysis, design, development, implementation, and evaluation. Data collection involves both test and non-test methods, and data is analyzed through quantitative as well as qualitative approaches. The results showed that the use of Articulate Storyline is very effective in learning natural and social sciences for grade IV students. This is evident from the high assessment by material and media experts, respectively by 91% and 90%. A significant increase in test scores from 55 to 80 and an increase in students' n-gain of 0.57 demonstrate the effectiveness of this tool in the teaching and learning process. Thus, Articulate Storyline is considered an ideal and effective tool for interactive learning in grade IV science subjects.

Biomimicry in Science Classrooms: Learning Design Thinking Skills Inspired by Nature "A Proposed Teaching Model

Biomimicry is one of the modern approaches that draw inspiration from natural models and processes for solutions to address human challenges, and it is also a new educational trend that has emerged to meet the needs of education, especially education for sustainability. The study aims to enrich the educational literature with qualitative additions about the applications of biomimicry in education, and to present a teaching model based on biomimicry to develop design skills among learners of science and interdisciplinary education. The study used a qualitative approach, specifically an integrative literature review methodology, to evaluate and analyze studies related to biomimicry and its impact on teaching and learning; With the aim of enhancing the theoretical and applied understanding of biomimicry in the context of education. The study provided a theoretical framework on: the concept of biomimetics, its levels and principles, how educational literature addressed the use of biomimicry in education and teaching, the relationship between biomimicry and design skills, and finally, it presented an effective framework for a teaching model using biomimicry that can be applied to develop design thinking skills. For learners across different educational stages. Keywords:Biomimicry – Science Education- Interdisciplinary Education - Design Thinking - Education for Sustainability.

Empowering SMKS Nusantara Banyuwangi Students through Canva Training to Improve Graphic Design Skills

Empowering SMKS Nusantara Banyuwangi Students through Canva Training to Improve Graphic Design Skills

Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures

Co-viewing video lectures, where students watch lectures simultaneously with one or more remote peers and engage in interpersonal communication on learning tasks online, is becoming increasingly popular. However, there is a dearth of studies examining students' behavioral and cognitive patterns during the co-viewing process. This study employed eye-tracking and screen recording methods to examine undergraduate students' learning processes in co-viewing video lectures. It specifically focused on how students used video lectures and engaged in discussions to complete a design task. Lag sequential analysis of learning behaviors revealed that, compared to low-performers, high-performers were more engaged in behavioral sequences involving clarifying learning tasks. Furthermore, epistemic network analysis of conversations revealed that high-performers demonstrated stronger connections between deep-level knowledge and a high level of uptake in design skills. In contrast, low-performers exhibited more connections between superficial-level knowledge and a low level of uptake in these skills. The findings suggest that in co-viewing video lectures, it's crucial to engage students in clarifying behavioral sequences. Furthermore, the co-occurrence of deep-level knowledge, design skills, and a high level of uptake in shared ideas significantly enhances learning. Our research on learning processes suggests important strategies for students during co-viewing of video lectures: teachers are encouraged to design effective interactive activities and create suitable support interventions to enhance student learning performance in video lectures.

Research trends in engineering education research through bibliometric analysis

This study aimed to explore research trends in engineering education research through bibliometric analysis. This review comprised studies indexed in the Scopus database between 2014 and 2023. In total, 6,338 articles were examined using the bibliometric analysis method. The results revealed an increase in the number of publications in the research on engineering education from 2014 to 2023. The results also showed that most of the top-10 authors are from the USA and slight collaborations between research groups. The results also revealed that most institutions with the highest publications and citations are from the USA, a leading country in engineering education research, and only three are from other countries, Denmark, Spain, and Sweden. Also, we found that the top-three journals are the periodicals that publish articles specifically on engineering education. The results regarding research trends revealed the existence of research on participants’ self-efficacy beliefs, experiences, and perceptions and the effects of education technology practices on learning outcomes and teaching methods like project-based learning and problem-solving. Additionally, the research trends were found on design skills, decision-making, product design practices and professional development, technology integration practices, and teaching practices using artificial intelligence. Based on the results, we made implications for further studies.

A Faculty Development Plan on Assessment Literacy of Tertiary Instructors in Davao City

This study investigates the assessment literacy of tertiary instructors in Davao City to guide a faculty development plan. Using a non-experimental quantitative research design, 304 instructors were randomly sampled. An adapted survey questionnaire and statistical methods such as frequency, mean, and ANOVA were employed to assess differences in assessment literacy based on years of service and academic background. Results reveal that the majority of instructors in Davao City possess education degrees, indicating a wide range of teaching experience. Tertiary instructors exhibit strong skills in assessment design, but there is less proficiency observed in analyzing assessment data, particularly among instructors without education degrees. Educational institutions could enhance instructional quality by promoting further education and training in assessment literacy, particularly for non-education degree holders. These findings advocate for the development of a targeted faculty development plan aligned with the study's outcomes.