Design Students Research Articles

Multi-sensory methods: Toward a crip methodology in fashion studies

Cripistemologies are ways of knowing that emerge from the embodied experiences of disabled bodyminds, while multi-sensory methods value knowledge produced through haptic, visual, auditory and other sensory forms. Drawing on these approaches, this article proposes a crip methodology for fashion studies by exploring the value of combining research methods to honour the knowledge of disabled people and their sensory engagement in the world. We reflect on the four phases of our project, ‘Cripping Masculinity’, and its entangled methodologies and methods. The project engaged 50 disabled, D/deaf and neurodivergent men and masculine people – who we refer to as collaborators – to examine how they produced masculinity and disability through their engagement with fashion and dress. Collaborators took part in wardrobe studies where they shared their experiences with their clothing; fashion hacking where they worked with design students to deconstruct and remake one of their existing garments to better support their bodyminds, and a fashion exhibition and fashion show where they co-produced events to disseminate their dress experiences and hacked clothing. Our analysis demonstrates that combining multi-sensory methods in one project recognizes the different ways that people inhabit the world as sources for generating and disseminating knowledge about the relationship between disability and fashion. While a crip methodology poses challenges for producing research in legible scholarly forms, it also urges fashion studies scholars to intervene into academic ableism through inclusive and expansive research methodologies and methods.

2년제 대학생의 캡스톤 디자인 수업경험 탐색

Objectives The purpose of this study is to explore the meaning of college students' experiences in capstone design classes.
 Methods A case study using in-depth interviews was conducted with 7 college students enrolled in a two-year university located in the metropolitan area. Participants in the study were students in the fourth semester of the last semester of graduation, which is a requirement to take a capstone design course, and participated in a capstone design class for 3 hours a week for 15 weeks. Efforts were made to increase the validity and reliability through triangular verification and research participant confirmation process through research interview records.
 Results The meaning of the college student's capstone design class experience is, first, a venue for acquiring opportunities to improve understanding of major subjects and improve practical skills. Second, an opportunity to re-establish awareness of work-human relationships. Third, it turned out that they met themselves who grew up in the stage of improving their creative problem-solving skills and voluntarily producing knowledge.
 Conclusions It is believed that it will be meaningful to understand capstone design classes in the future and use them as basic data for systematic capstone design classes to strengthen students' practical skills.

Examining the mediating effect of nature of science perceptions on the relationship between metacognition and science self-efficacy

ABSTRACT Background The nature of science (NOS) and science self-efficacy have an important place in the development of scientific literacy, which is the ultimate goal of science education. However, the relationship between them and metacognition, which can have a significant impact on these variables, is an under-researched area and worthy of study. Purpose To fill this gap in the literature, this study examines the relationship between metacognition, NOS perceptions, and science self-efficacy using structural equation modeling. Sample A total of 448 secondary school students (grades 5–8) participated in the study. Design and Method Students’ Ideas about the Nature of Science, Science Learning Self-Efficacy Belief Scale, and Metacognitive Awareness Scales were utilized to collect the data. Structural equation modeling (SEM) was performed to reveal the mediating role of the NOS perceptions in the relationship between science self-efficacy and metacognition of secondary school students. Results and Conclusion The results showed that NOS perceptions partially mediate the relationship between metacognition and science self-efficacy. Furthermore, metacognition highly predicted NOS perceptions and science self-efficacy, providing clues to the formation or prevention of misconceptions about the nature of science. From this perspective, it is suggested that developing students’ metacognition should be another important goal of science education to increase their scientific literacy.

The Impact of Using Digital Design Programs On the Interior Design Students Performance: The Case of The School of Art and Design at the University of Jordan

This paper examines the impact of the use of digital design programs on the performance of interior design students at the College of Art and Design at the University of Jordan. Since interior design is closely related to technology and, in light of the amazing development of design programs brought about by modern technology, the use of modern design programs has become urgent. The study used the descriptive survey approach to identify the impact of this use of modern design programs on the level of performance of students. The study sample consisted of (120) students of interior design at The School of Art and Design at the University of Jordan. The study concluded that the students’ performance in terms of level of achievement and educational outcomes is affected by the extent of their reliance on design programs and their use of digital design as a tool that facilitates, helps, and improves the quality of the design product. It also concluded that the lack of sufficient courses covering digital design programs in line with the requirements of the labor market creates a gap between the students’ learning outcomes and labor market requirements. The study recommended including courses for teaching digital design programs in the interior design study plan. It also recommended that the syllabuses of the interior design courses include activities of extracurricular workshops, through which the student learns about the most important developments in the digital world and its uses in interior design. Keywords: Interior Design, digital design, 3D design software, School of Art and Design

Daydreaming and Self-regulation among Fashion Designer Students: The Mediating Role of Creativity

This research was done to explore the relationship between adaptive daydreaming, creativity, and self-regulation among fashion design students. The study also explored the mediating role of creativity between adaptive daydreaming and self-regulation. The sampling was purposive for the collection of data. A sample (N=200) was collected from students of fashion designing from different universities. The participants (men =95, women =105) average age was 20.83 years. The questionnaire included three assessment measures: (i) short imaginal process inventory for measuring daydreaming (Antrobus, 2010), (ii) Runco ideational behavior scale for creativity (Runco & Plucker, 2001) (iii) and short form of self-regulation questionnaire (Brown et al., 1999). Results of this study highlighted a significant positive relationship between adaptive daydreaming, creativity, and self-regulation among fashion designer students. However, a significant inverse relationship between maladaptive daydreaming and self- regulation was observed.

Prevalence of Upper Limb Dysfunction in Fashion Designer Students Using Fades Chairs

Background: Fashion design students face an increased risk of upper limb dysfunction due to prolonged sitting, notably exacerbated by the lack of arm and backrests in specialized chairs like the Fades chair. This study aimed to determine the prevalence of upper limb dysfunction among fashion design students using Fades chairs. Methodology: A cross-sectional study was conducted in Lahore, Pakistan, from April to July 2023, involving 169 participants aged 18-25 from the University of Management and Technology (UMT) and the National College of Arts (NCA). The study excluded participants with systemic diseases and utilized the Numeric Pain Rating Scale and Rapid Upper Limb Assessment (RULA) for data collection, analyzed with SPSS version 25. Results: Results revealed varying levels of risk: 26.04% low risk, 46.15% medium risk, and 26.63% very high risk based on RULA for right-sided limb assessment, with similar trends for left-sided assessment. Regarding pain levels, 50.09% experienced severe upper back pain, 43.2% neck pain, 46.2% shoulder pain, 18.3% elbow pain, and 23.7% wrist pain. Conclusion: In conclusion, the use of Fades chairs significantly contributes to upper limb dysfunction among fashion design students, posing moderate to severe risks. This dysfunction could potentially impair their performance.

Letting go of fear and biases: new perspectives on historic clothing for design education in the post-pandemic age of digitisation

ABSTRACT Object-based learning is at the foundation of fashion education as touch is a primary means to understanding clothing and textiles. Therefore, the utilisation of historic clothing and textile collections is vital, even in a time when more institutions are putting greater emphasis on digitisation and online engagement. This study's purpose was to assess the benefits of fashion design students physically engaging with a historic clothing and textiles collection through a series of workshops. The framework for the workshops employed experiential learning theory. Utilising a case study of two apparel design course sections, the students’ experiences with the workshops were assessed by pre- and post-reflective surveys analyzed by constant comparative analysis. The study’s findings have implications for educators in utilising historic collections to broaden students’ perspectives, enhance critical thinking skills, and encourage them to enjoy the process of learning instead of concentrating on searching for the ‘right’ answers.

Instructional design students’ design judgment development

This qualitative multi-case study explores the exercise and development of the design judgment of eight instructional design (ID) students working on design projects over one semester in graduate programs at four different institutions in the USA. Their design processes were explored through interviews and their design documents using the concepts of design judgment as reported by Nelson and Stolterman (The design way: Intentional change in an unpredictable world, MIT Press, Cambridge, 2012) and reflection-in-action as reported by Schön (The reflective practitioner: How professionals think in action, Basic Books, New York, 1983) to characterize the exercise and development of their design judgment across the semester. Findings reveal that these ID students make multiple design judgments concurrently and constantly. Their prior design experience, the course requirements and their design practice in class influence both the exercise and development of their design judgment. Lastly, the development of their design judgment is both perceptible and personal. In light of these findings, recommendations are made for how to support the development of ID students’ design judgment.

INTEGRATION OF BIONICS AND PROPAEDEUTICS IN THE TRAINING OF ARCHITECTURAL ENVIRONMENT DESIGN STUDENTS

The article substantiates the relevance of changing the methodological approach to the content of the disciplines of the introductory propaedeutic course for architectural environment design students. The authors consider the possibility of integrating elements of the disciplines “Bionics” and “Introduction to Professional Activities” in studying the fundamentals of professional training, proposing the use of bionic components as an alternative to abstract shaping, built on the geometrisation of compositional elements. The proposed methodological changes are based on the study of the historical prerequisites for the formation of the discipline “Introduction to Professional Activities”. The authors of the article compare the methodological content of creative tasks in the introductory disciplines and propose an approach aimed at increasing the productivity of mastering professional competencies based on the synthesis of imaginative search and functionality in the process of training future designers of the architectural environment.

Preparing Future Designers for their Role in Co‐Design: Student Insights on Learning Co‐Design

AbstractThe state‐of‐the‐art literature indicates an increasing need for co‐design education as it is imperative to equip future designers with the co‐designing mindset. This derives from the significance of involving ‘people with lived experience’ in co‐design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing a lack of skills in design students to facilitate the active participation of people in co‐design. This paper reports on a case study carried out in a third‐year Bachelor industrial design engineering course with design students (n = 32) and design educators (n = 4) to find an effective and efficient way of preparing future designers for their role in co‐design and to gain insights into design students' experience with learning about co‐design. As an instructional method, a co‐design workshop including the game‐play, game‐modding and game‐design approaches is introduced. The obstacles and confusion of the design students regarding co‐design and co‐design education, which they have documented throughout the year on their personalised logbooks, are explained to eliminate them in the future for smoother incorporation of co‐design education into design education curricula. Lastly, for future designers' mindfulness of co‐design and their role as facilitators suggestions are provided such as accreditation of curriculum activities regarding co‐design education.

Designing Android-based Application ``Virtual English for Professional Business Graphic Designer (VIRPROGD)'' for Virtual English Learning

Technology in education has evolved and accelerated the process of learning. However, even though there have been several applications to study English in general, there is none of it specialized for the students of polytechnic who study graphic design. This study aims to create one such application focusing on the English for English business in graphic design. Android-based application for education should be packaged in an attractive, efficient, effective, and simple way. Thus, an application called “Virtual English for Professional Graphic Designer (VirProGD)” for digital English learning using Android results from this study. The method this research implements is research and development by designing prototypes of the Virtual English for Professional Graphic Designer (VirProGD) application. From this research, an application is obtained that facilitates graphic design students to learn English which focuses on material related to the world of work, design, and business. The final application was validated by three experts and then demonstrated and used by the 5th semester graphic design students at the Polimedia campus. After using the application, validators and students gave their feedback. It was noticed that most of them found this application to be beneficial and attractive.
 Keywords: English, Android, digital, application

Optimizing Technical Entrepreneurship: Instrument Development for Assessing Technopreneurial Behavior Among Vocational High School Fashion Design Students

Objective: Technopreneur behavior refers to the traits, attitudes, and actions of an individual or group involved in technology-based entrepreneurship. Technopreneur is a combination of the word’s "technology" and "entrepreneurship," and encompasses the application of technology and innovation in a business context. The purpose of this study is to develop an instrument that can measure the technopreneur behavior of Vocational High School Fashion School students. Method: This research is a development research with a 4D model, namely Define, Design, Development, and Development. Instrument was tested on 30 students of Vocational High School 3 Kediri. Results: The results of the study stated that based on the CVR, correlation-total, OMS, and IMS criteria, there were 2 items that did not meet so that these items had to be revised or discarded, while other items were declared to meet the criteria. And the results of the instrument trial stated that 3.33% of students had techopreneur behavior in the "high distinction" category, 83.3% in the "Distinction" category, and 13.3% in the "Credit" category. Novelty: This research presents novelty by designing a unique instrument that focuses on the technopreneur behavior of VHS Tata Busana students. This innovative approach includes the integration of technological and entrepreneurial aspects, active stakeholder participation, the application of revolutionary learning models, and adaptation to the latest technological developments.

A Study on Factors Influencing Designers’ Behavioral Intention in Using AI-Generated Content for Assisted Design: Perceived Anxiety, Perceived Risk, and UTAUT

This study aims to comprehensively understand the intention to use Artificial Intelligence Generated Assistance in Design Tools (AIGC) among design students and practitioners, along with its influencing factors. Utilizing Smart-PLS software and Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, we constructed a comprehensive research model. Based on 404 valid questionnaire responses, we systematically analyzed the underlying mechanisms of designers’ attitudes towards AIGC tools. The sample encompasses diverse schools and levels of professional experience, ensuring the wide applicability of research outcomes. In the data analysis process, professional statistical analysis methods, including path analysis and standardized path coefficients, were employed to ensure a profound exploration of research questions. The results indicate that performance expectancy, effort expectancy, social influence, and facilitating conditions significantly positively influence the willingness to use AIGC tools, while perceived anxiety and perceived risk exert negative impacts. This study, by integrating traditional and novel factors, provides crucial theoretical and practical guidance for the actual application of AIGC technology in the design field, offering profound insights for the future development and education of design technology.

The effects of light distribution, color temperature, and Illuminance on the drawings’ quality of fine arts and Design students

The effects of light distribution, color temperature, and Illuminance on the drawings’ quality of fine arts and Design students

Teaching Design, Arts, and Fashion Students about Plastics and Recycling: The Use of Online and Offline Escape Room Scenarios

Teaching Design, Arts, and Fashion Students about Plastics and Recycling: The Use of Online and Offline Escape Room Scenarios

Eliciting Empathy Embedded in Design Conversations: Empathic Perspective‐Taking of Design Teachers Towards Design Students, Users and Materials

AbstractThis paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective of other agencies and (2) what deliveries are utilised for empathic perspective‐taking. It was understood that design teachers identify themselves with both human and non‐human agencies as design students, users and materials. Moreover, deliveries leading to the identification of design teachers with these agencies included both discursive and performative means.

Enabling Students' Wellbeing in Distance Design Education

AbstractUnderstanding changes to student wellbeing on design modules in a distance higher education setting is difficult. Previous research suggested that environmental, study and skills‐related barriers impact the wellbeing of learners at a distance. This study sought to understand the experiences of barriers and what enabled distance design students’ wellbeing. It identifies avenues to balance tensions between conflicting experiences of studying design and maintaining wellbeing that our participants disclosed in a longitudinal, qualitative study using repeat interviews, experience sampling and a diary study. The findings provide insights from the learners’ perspectives. Students reported strategies on how to deal with open‐ended design projects and how to cope with feedback. They revealed how they currently seek and receive support for design work and wellbeing. We uncovered how learners keep to deadlines and how they approach social learning. The study also exposed enabling study rhythms to facilitate creative flow and how creative environments are set up in the learners’ homes. Our findings suggest that educators and designers of hybrid and distance design education should pay attention to three key aspects: dealing with uncertainty, learning satisficing and managing creative flow, to enable design students’ wellbeing.

Capitalism and Engineering Student Attitudes Toward Design

The “culture of disengagement,” consisting of the three pillars of meritocracy, depoliticization, and technical/social dualism, has been identified as a barrier to engineering for social justice (E4SJ) within undergraduate education and the workforce. The ideology of capitalism is deeply tied to the culture of disengagement but there is a gap in identifying how it manifests in student perceptions and decision making in relation to engineering. To address this gap, engineering students in third year design were surveyed to gather their perceptions of the engineering design process. Impacts of capitalist ideology were found in student perceptions of stakeholder identification, student motivation in choosing engineering, and (de)valuing of electives. A recognition of capitalism by students occasionally presented alongside a sense of a lack of agency as an engineer, or mistrust of faculty and the institution.

Upcycling Classics—Sustainable Design Development through Fabric Manipulation Techniques in Fashion Design Education

AbstractAs the sustainable fashion movement gains momentum, there is a growing need to introduce such concepts to the next generation of fashion designer. One approach to produce sustainable designs is upcycling, defined as the salvage and reuse of discarded or found items into new products. This study examines a pedagogical approach for engaging 2nd year undergraduate textile and fashion design students in sustainable fashion design practice. Working in groups, students are challenged to upcycle old clothing into a little black dress, using a keyword as direction for concept, design development, and garment construction techniques. To elevate value in post‐consumer textile waste, it is necessary to develop high‐quality contemporary design outcomes. This teaching approach aims to encourage the revaluation of recyclable resources, the exploration of the creative potential of fabric manipulation techniques, experimental design development, and professional production techniques. This is achieved through the implementation of a design brief that establishes original approaches to upcycling, contrary to the arbitrary processes that are typically used.

How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style.

The researchers examined the associations between thinking styles and grit. A cross-sectional design was adopted, with two weeks of data collection. The Thinking Styles Inventory-Revised II and the Grit Scale were administered to 365 signing deaf or hard-of-hearing (DHH) Arts and Design students and 443 hearing university students in mainland China. CFA, MANOVA, hierarchical multiple regression analyses, and a multi-group analysis were executed for data analysis. DHH and hearing students with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher grit levels, with large effect sizes for the identified relationships. There were no differences in the relations for either group. The associations between thinking styles and grit may protect against psychological pressure and rehabilitation problems and enable university/school administrators, counselors, social workers, teachers, parents, and students to enhance the grit of students who are deaf or hard of hearing.