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This research is the second stage of my entire graphic novel practice looking at a feminist topic -- women's awakening from marriage. In this phase, the study carries out the practical process of the creative work, involving a graphic novel (body), an opening title (hook) and a package of visual communication design (promotion), in order to convey my feminist claim that women's real emancipation depends on whether they can rouse their subject awareness and break through the chain of marriage. Based on this practice-led research, my personal knowledge is generated, including the value of combining graphic novels and title sequences, the importance of symbolic storytelling and my understanding of female subjective freedom. In addition, this research potentially provides an arts-based research method, which can enable practitioner/researcher to utilise a reflective triangle model to develop art and design work.

What better way to engage fifth-grade students in science and engineering practices than to use paper airplanes to encourage them to question, explore, create, and test designs! This multi-day unit draws from a fourth-grade curriculum (Pearson 2012) aligned with the "Next Generation Science Standards" (NGSS Lead States 2013) used in teacher education methods classes and taught to grade 5 students. In this article, we share an integrated unit that includes reading selections about Amelia Earhart and the forces involved in paper airplane flight, an overview of how we used paper airplanes in an experimental design process, and how we helped students develop conclusions based on the claims, evidence, and reasoning framework (CER; McNeill and Krajcik 2012).

This meta-analysis examines the inconsistent findings across experimental studies that compared children's learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children's story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults' mediation during print books' reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children's story comprehension but positively affected children's vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.

Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity "we are aircraft designers". Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

This study aimed to empirically investigate preservice teachers' learning experiences during a series of geometry-themed choreography and dance activities. These pedagogical tasks were designed to examine the challenges and solutions that participants experienced when exercising their spatial reasoning abilities, particularly during the transition between the choreography designs they had generated on a Lego-based grid worksheet and real-world dancing positions. The data collection for this study took place at an elementary school located within a bilingual metropolitan area along the southwestern United States border. The overall findings indicated that all of the participating preservice teachers' dance teams encountered interrelated challenges, most of which were variations on disorientation, primarily due to transitioning between representations of space and the deprivation of the typically employed spatial navigation reference points that are used in normal activities.

Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.

The article highlights that in the space of modern design and artistic and creative education, in particular decorative and applied arts, the importance of paper is growing as both a creative material for modelling and for creating artistic products, and at the same time, the paper is simultaneously one of the most accessible art materials both from the viewpoint of ease of use and cost, and paper craft is an important basis for students' perception and creation of more complex artistic forms of professional art. It is noted that despite various editions, this disparity does not allow fully revealing paper-making as a conceptual whole – in the diversity of its connections with project culture, creative laboratory and design methodology in design. The purpose of the article is to reveal paper-making in the space of decorative and applied arts as well as to identify its theoretical and methodological foundations and to substantiate the role of paper-making in modern design for the formation of students' creative thinking alongside the formation of their artistic and pedagogical skills. These methods were applied and used to reveal the problem: general scientific (analysis, synthesis, generalization, systematization); scientific and specific: historical, artistic, pedagogical, psychological and approaches: systemic-structural, structural-functional, comparative, with the help of which the opinion regarding the phenomenon of paper-making is generalized, its essential content is clarified in the plane of decorative and applied arts, in modern design, and methodical methods are specified principles to the problem regarding the development of creative thinking of students specialized in artistic and pedagogical mastery. In the main content, it is noted that on the basis of methodological provisions and basic principles of traditional craftsmanship, the creative and essential foundations for decorative and applied arts are manifested, which ensures the formation of components of artistic competence and, at the same time, requires the use of students’ creative and figurative thinking. The idea of the key figurative-essential basis for paper-making is provided and it is noted that mastering the specifics of artistic imagery forms students' aesthetic ideas as well as a valuable act of understanding the world. It is highlighted that "paper plastic" also reflects the specificity of the author's approach to the study of compositional, constructive, structural and technological regularities of the work with material. In the content of the Methodological recommendations for conducting practical lessons, it is emphasized that the result should reflect the student's mastery – from the initial sketch through full-scale sketches to the design of the idea in the material. It is justified that in addition to the traditional methodical principles of education, there is a need to use certain art technologies. It is emphasized that the implementation of the developed "Conceptual Technology" in the teaching space of paper-making contributed to the decision-making process regarding the means of creating an artistic image. In the conclusions, it is noted that paper-making as a type of activity occupies an intermediate position between learning and playing and meets the conditions that ensure the effectiveness of the development of creative activity. Learning and practical work in the technique of papier-mâché using papier-mâché is important for the formation and development of abstract, associative, combinatorial, logical thinking, in the process of learning "paper-mâché" the creative thinking of students is formed and the skills of stylization and generalization are acquired, which involves the acquisition of practical experience for figurative reproduction. In the perspective of further research, it is important to consider the need to research, develop and create a model for the development of the future designer’s artistic and creative competence.

In this article, we report on sixth-grade students' responses to a set of problem activities that required the application of mathematics, science, and engineering knowledge in designing and constructing a paper bridge that could withstand an optimal load. Increasing students' application and awareness of their disciplinary learning and how they are applying this in an integrated STEM activity remains a challenge for educators. In addressing this issue, we included a focus on knowledge reflection and knowledge scaffolding through thought-provoking student workbooks. Among the findings are students' capabilities in planning, designing, reflecting, constructing, and redesigning. Students' planning indicated that they could justify their proposed bridge type/s, which often included a combination of types, by referring to their STEM understandings. At the same time, students remained cognizant of the problem boundaries. Students' design sketches indicated an awareness of the problem constraints, an understanding of basic engineering principles, and an application of mathematics and science knowledge. Students' reflections on their actions helped them to improve their bridge constructions. Suggestions are presented for knowledge scaffolding to facilitate the flexible and innovative application of STEM learning to new problem situations.

Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking.

Disruptive innovations continue to reshape channels of learning. The Information Systems discipline may be among the least immune to these disruptions. As such, students have greater access to the acquisition of the computing skills and knowledge that are commonly presumed to suffice entry-level employment positions sought after by graduates of Information Systems programs. Further, these same technologies disrupting education are shaping the organizational and business environment such that it is fair to reflect on the disposition and complexion of the discipline as a whole and surmise whether this past will predict the future. Moreover, businesses and organizations are finding that the supply chain of workers needed to harness these disruptive technologies flows neither exclusively, nor even optimally, through academia. Upon reflection of this disruptive circumstance of skills and knowledge development, we consider subsuming the IS discipline into the broader auspice of design buttressed equally by emphases on technical excellence, business acumen, and leadership. We explore principles for a design-focused philosophy for Information Systems education that assumes that while higher education programs may have lost the lead in technology skills development focused on entry-level employment, we may reassert our role in computing education through the embrace of design at the philosophical, epistemological, and pedagogical levels.

Mentzer and Becker (2011) and Becker and Mentzer (2012) demonstrated that high school students engaged in engineering design problems spent more time accessing information and spent more time designing when provided with Internet access. They studied high school students engaged in an engineering design challenge. The two studies attempted to apply the same research methodology as was used in previous work by Atman to facilitate comparison between high school students and experts. The 2011 study included Internet access, but the 2012 study did not. Their work showed that with Internet access, students spent an average of 137 minutes engaged in designing a playground and students allocated 47 minutes (35%) to information access. Without Internet access, similar students from the same schools on the same design problem spent an average of 92 minutes of which, 10 minutes (10%) was dedicated to information access. With limited computer access or limited time to enable students to access a computer in some classrooms, the research questions guiding this study are: (1) What information do high school students spend time accessing during an engineering design challenge? How much information comes from paper-based resources as compared to the Internet?; and (2) How much time do they spend accessing information? What is the balance of time spent accessing information from paper-based sources as compared to the Internet? Findings and implications of this research on student learning are discussed. Recommendations for future research are also offered. (Contains 5 tables and 1 figure.)

Over the last four decades, electronic games have profoundly changed the way people play, learn, and connect with each other. Despite the tremendous impact of electronic games, however, until recently, relatively few programs existed to preserve them for future generations of players and researchers. Recognizing the need to save the original content and intellectual property of electronic games from media rot, obsolescence, and loss, the Game Preservation Special Interest Group of the International Game Developers Association has issued a white paper summarizing why electronic games should be preserved, problems that must be solved to do so, some potential solutions, and why all these issues should matter to everyone interested in electronic games and play in general. In the white paper, the editing of which was partially supported by the Preserving Virtual Worlds project and by funds from the Library of Congress, its editor and six authors (Rachel Donahue created a survey for IGDA members not included in this article) issue a call for heightened awareness of the need to preserve electronic games--endangered by relatively rapid electronic decay and intellectual neglect alike--for play scholarship and for the culture of the twenty-first century. [This article was edited by Henry Lowood.]

The paper rocket activity described in this article effectively teaches the engineering design process (EDP) by engaging students in a problem-based learning activity that encourages iterative design. For example, the first rockets the students build typically only fly between 30 and 100 feet. As students test and evaluate their rocket designs, they iteratively design improved rockets that will fly over 200 feet. The secret of success is simply the EDP: investigating the weaknesses of a rocket, designing and building a new prototype, evaluating its success, and collaborating and using conclusions to iteratively build additional and more successful rockets.

Mission statements provide educational institutions with the legitimacy to market and promote services through positive statements. This study applied genre analysis to examine the function of promotional rhetoric in top 100 international universities' mission statements. Bhatia's rhetorical moves of promotional genre was triangulated with Pearce and David's components for mission-writing. It was seen that international universities rely on promotional rhetorical moves to articulate their self-concept and services. Moreover, universities actively compete against each other to secure a high position in the international ranking lists. This ensures that they obtain additional incentives that help them gain economic stability and build a reputation. Promotional genre has become a practiced culture in the professional discourse community of higher education. Hence, there is a need to allow mission statements genre membership. We suggested a genre model that can be taught and used for writing mission statements. The most recurrent moves employed suggest that the communicative purpose for mission-writing used by international universities is to target the international market and build a public image to reel in more students, thereby improving their financial status while ensuring a good reputation. Based on this study, institutions can get guidance on designing and drafting effective mission statements.

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Science, technology, engineering, and mathematics (STEM) educators are facing the challenge of attracting more students. The disparity between the need for engineers and the enrollment of engineering students is growing (Genalo, Bruning, & Adams, 2000), and career aspirations of high school students are inconsistent with the employment projections for engineering-related careers (Sanoff, 2001). One solution to this problem is to infuse engineering content into K-12 curriculum. The curriculum unit presented in this article introduces middle school students to basic engineering concepts, i.e., the engineering design process, through an activity of making recycled paper. Hands-on activities and classroom presentations are combined, and the process of engineering design and mathematical analysis is presented in a real-world context.

Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student's emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates' discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.

This design case details the design process of a multiple-choice assessment of socio-scientific systems thinking. This assessment is situated within a larger project that aims to understand the ways students use multiple scientific models to understand complex socio-scientific issues. In addition to the research component, this project entails developing curriculum and assessment resources that support science teaching and learning. We begin this paper by framing the needs that motivated the design of this assessment and introducing the design team. We then present a narrative outlining the design process, focusing on key challenges that arose and the ways these challenges influenced our final design. We conclude this paper with a discussion of the compromises that had to be made in the process of designing this instrument.

T. B. Ward (1994) investigated creativity by asking participants to draw alien creatures that they imagined to be from a planet very different from Earth. He found that participant drawings reliably contained features typical of common Earth animals. As a consequence, Ward concluded that creativity is structured. The present investigation predicts that this limitation on creativity is not restricted to drawings: the use of different technology will not change creative output. To investigate this question, participants performed Ward's task twice: once using pencil and paper and once using software made to design creatures (the Spore Creature Creator). Only minor significant differences were found. This preliminarily suggests that changing tools does not affect the overall rigidity of the creative process. This lends further support to Ward's thesis on the structural rigidity of creativity. We conclude by suggesting an elaboration to Ward's thesis that will be explored in future work. We suggest that aesthetics might be one of the factors that contribute to creative constraint, in that creatures that are too unusual would be less interesting.

While many studies examine tools and techniques to improve survey response rates, it remains unclear as to which are effective, and response rates continue to decline. In this study, we examine the effect of four variables expected to influence mail survey response rates: (1) the use of semi-transparent envelopes versus ordinary paper envelopes for delivery, (2) the level of content in the request letter (simple or detailed), (3) the length of the questionnaire, and (4) the survey schedule. We found that the total response rate was 45.4%, while those of the experimental conditions were as follows: (1) semi-transparent versus ordinary paper envelopes, 46.2% versus 44.7%; (2) simple versus detailed request letters, 44.7% versus 46.2%; (3) 4-page versus 8-page questionnaires, 46.0%versus 44.8%; and (4) holiday versus ordinary day, 45.6% versus 45.3%.We found no significant differences in response rates for any of the experimental variables; that is, the logistic regression analysis revealed no relationship between the four experimental conditions and the response rate.

With the advancement of specialized middle schools and high schools focusing on the arts, communication, engineering, mathematics, and science, many students who attend traditional schools miss out on valuable learning opportunities--in particular, when it comes to learning mathematics. Mathematics classrooms can be filled with real-world applications and concepts for all learners, regardless of the school environment. When teachers present middle school students with problems grounded in engineering principles, students will become active learners and will view mathematics as stimulating and useful. They will also learn that through mathematics, they can be innovative. The authors present an engineering project called "Paper Table," an investigation into building a sturdy table out of newspaper and cardboard. Engineering design projects provide an environment in which students can be active, inquisitive, and creative. Producing a paper table can lead to explorations of geometry and measurement. Concepts learned include (1) drawing and constructing polygons; (2) using a protractor to measure and draw specific angles in a polygon; (3) finding the areas of polygons; and (4) finding the surface area of three-dimensional figures. The "Paper Table" project challenges students to build a strong table that is 8 inches tall using newspaper, masking tape, and cardboard. The design requirements specify that the table must be sturdy enough to hold a heavy book. From a mathematical point of view, the "Paper Table" project revolves around properties of polygons and mathematical processes and practices. After producing models, students can ponder ways to find the area of the polygons that comprise the legs of the table. The "Paper Table" project gives students a challenge that can increase their interest in mathematics and let them recognize that engineering has many ties to the math that they study and use in class. Such STEM experiences are likely to excite, stimulate, and motivate students. The authors suggest It is time to include engineering projects in the classroom to allow today's students to embark on processes that they can develop into tomorrow's leaders in science, technology, engineering, and mathematics.

The purpose of this study is to investigate student designers' attitude and choices towards the use of computers and paper sketches when involved in a graphic design process. 65 computer graphic technology undergraduates participated in this research. A mixed method study with survey and in-depth interviews was applied to answer the research questions. This result shows that sketches and computers as design tools help students generate ideas in the early stage of design. Students' preferences to use sketches or computers differ, since each tool has its own advantages and disadvantages.