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This research aims to develop an in-depth understanding of empathic perspective-taking in design teaching. A pedagogical probe study was utilised to obtain design teachers’ insights into adopting allocentric views by taking the perspectives of design students, users, and materials during design conversations. This participatory research study enables design teachers and supporting teaching staff to contribute to the research process by self-documenting actively and reflecting on their teaching approaches. The findings show that the perspective-taking of design teachers relies on distinctive pedagogical intentions, cultivated from intrinsic concerns and personal motivations, that can spark motivation and inspiration in the design learning processes of students. [ABSTRACT FROM AUTHOR]

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students' awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students' awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods. [ABSTRACT FROM AUTHOR]

This article presents findings from an instructional-based inquiry, aimed to evaluate the critiquing characteristics of an accredited interior design program, and to optimize the experience of studio-based feedback practices for contemporary students. This investigation pre-dates the unprecedented shift to remote instruction due to the global pandemic, providing a unique snapshot of Generation Z emergent designers at a time when in-person feedback reigned. Data was collected through an anonymous, voluntary survey which invited students to share their experiences and perceptions of various modalities of project feedback. The findings are four-fold. First, students view critique not merely as a validation or gatekeeping function but as an interactive form of guidance, underscoring the necessity of harmonizing directive discourse with empowering feedback. Second, methods like peer reviews, desk crits, and illustrative feedback are seen as particularly beneficial, being both personalized and intimate, and are valued equally in both in-studio and out-of-studio settings. Third, 1–2 weekly contact hours with instructors is preferred for project feedback, pointing to a possible disparity between student expectations and prevailing practices. Finally, students recognized the potential benefits of using online critiquing tools for project feedback, even prior to the extensive uptake of online platforms during the pandemic in which students had little experience using them. This study contributes valuable context to the future of interior design education, and illustrates areas in which research concerning modern students and instructional practices can be further developed. [ABSTRACT FROM AUTHOR]

This study explores a design fiction approach in an educational context by applying it to a third-year industrial design studio class. The Food Futures project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design. [ABSTRACT FROM AUTHOR]

Extending the theoretical frameworks of empowerment, design thinking, and Biggs' Presage-Process-Product (3P) model to multidisciplinary inclusive education, this study examines the relationship between the learning outcomes of inclusive project-based learning (PBL) and its impact on young learners' psychological empowerment (PE), learning motivation (LE) and sense of alienation (AL). Quantitative research results demonstrate that participatory PBL can contribute to inclusive education and empower the socioeconomic disadvantaged community in the process. The target group – young learners aged 6–12 years old living in sub-divided flats – perceived their learning more positively and showed a reduced sense of psychological alienation after the engagement in participatory design on their home learning environment. Ninety per cent of participants agreed that the participatory programme has improved the living and learning environment; 87.8% of them assented that their overall efficiency of studying and learning has improved. The findings confirmed that participatory design experiences have significant positive impacts on participants' PE and LE, whilst alleviating AL. This research adds knowledge to literature related to holistic competency development, PBL, and design thinking in inclusive education. [ABSTRACT FROM AUTHOR]

This study was part of a doctoral research project which looked into the current issues with color education, documented by several authors in recent years. It presents a comprehensive analysis of 103 color courses taught within design programs of higher education institutions from different countries over the last 12 years, 2010–2022. The analysis aimed to define the state‐of‐the‐art of including color training within higher education design programs, identify the main didactic strategies implemented, and recognize the main critical aspects to face when proposing an innovative framework for color training. Among the formal aspects analyzed are the course level, the course duration, the student entry profile, the specific disciplinary area, the course location, the type of institution, and the language of the course. The didactic strategy elements analyzed were the learning outcomes, the contents proposed by the course, the teaching strategies implemented, and the suggested bibliography. Finally, a description of the main findings of the analysis is provided to assess how color is being taught within the design area. [ABSTRACT FROM AUTHOR]

The Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learning, exploration opportunities on different scientific topics, and various tools and materials. Five STEAM activities were designed and implemented with fifteen 60–72-month-old children over a five-week period. Each activity required children to make their own designs to create their product, and was prepared to emphasize a particular feature of STEAM education. Instrumental case study was utilized in this study. It was observed that children engage more and spend more time, demand additional materials and use their imagination to design more creative and various products in STEAM activities. [ABSTRACT FROM AUTHOR]

In China, industrial designers are usually educated with engineering background while product designers are educated with art background. Despite these educational differences, both of them are adept at tackling design-related issues. However, different educational backgrounds can affect the idea generation, especially in the early stages of the design progress. This study investigates the thinking processes of designers between engineering and art backgrounds in the early stages of the design process. Designers are encouraged to express ideas verbally or by sketching, and linkography was used to visually depict the designer's thinking process. Subsequently, with the help of vertical transformation value and the chunk, the features in the thinking of the two types of designers are explored, including: 1) In most cases, the vertical transformation value of the product designer is higher than that of industrial designer, which indicates that product designer is better at the reflection in design. 2) The chunk patterns in the linkographs show that industrial designers prefer to decompose tasks into sub-tasks and solve them individually, while product design participants tend to solve problems as a whole from a global view. These findings can enlighten the future research directions for design education and design organizations in multidisciplinary backgrounds. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a description and evaluation of a graduate-level Health Services Research Methods course offered at the University of Arizona R. Ken Coit College of Pharmacy. This three-credit, round-table discussion-style course introduces students to fundamental concepts in healthcare study design and teaches them how to design and critique example studies for a variety of commonly encountered study designs. The course is assessed through essay-style examinations, development of a research proposal, and low-stakes weekly assignments. Twenty-seven students have completed the course in the past five years. Feedback from student course surveys was almost unanimously positive, with few meaningful suggestions for improvement. The description and evaluation of a graduate-level Health Services Research Methods course at one institution indicates that students had a largely favorable experience with the course. Considerations for future revisions to the course are discussed alongside other lessons learned. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts. [ABSTRACT FROM AUTHOR]

Introduction: People with substance use disorder (SUD) deal with stigmatization in various areas of life, including healthcare system. In this study, we investigated the attitudes of final-year medical students towards SUD people and attempted to understand their influence. Methods: We conducted a two-stage cluster analysis (hierarchical ascending classification followed by K-means clustering) based on the "beSAAS". We administrated this 23-item questionnaire to 923 final-year medical students in Belgium (response rate = 71,1%). Sociodemographic characteristics were compared between the clusters. Results: Four clusters of students with specific characteristics were identified in this study. The first, "The Inclusives" (including 27,9% of respondents) had the least negative attitudes; they wanted to specialize mainly in psychiatry and gynecology. The second, "The Centrists" (23,6%) consisted mainly of male students. They had many private and professional experiences with substance use and considered themselves less healthy than others did. Most wanted to specialize in pediatrics and general practice. Their attitudes were slightly negative towards people with SUD. The third, "The Moralists" (27,6%), were mainly older, from non-European countries, had the least experience with substance use (or contact mainly in hospitals), had the less high mother's level of education and reported excellent health. They were heading toward other specialties. They had the most stereotypes and moralism, and less treatment optimism. The fourth, "The Specialist care-oriented" (20,8%), were the most in favor of specialized treatment. This group had a higher proportion of Belgian, females, and students who had specific contact with this population. They especially intended to specialize in internal medicine. Conclusion: This study revealed 4 profiles of medical students with different attitudes towards SUD people. "The Moralists", including more than a quarter of the respondents, were characterized by strong stereotypes and moralism and little treatment optimism. These clusters could contribute to the design of a learner-centered program aimed at addressing stigma within the main curriculum. [ABSTRACT FROM AUTHOR]

Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design. [ABSTRACT FROM AUTHOR]

In an era marked by rapid change and complex global challenges, Institutes of Higher Learning (IHLs) are tasked with preparing students to navigate and address these evolving demands. This paper explores the critical role of Higher Education (HE) in equipping students with the necessary skills and mindsets to tackle real- world problems through innovative solutions. Integrating critical thinking and design thinking within a Design Innovation module is central to this exploration. The study is undergirded by a conceptual framework that blends critical, design, and futures thinking, focusing exclusively in this paper on applying critical thinking (CT) and design thinking (DT). The research investigates two primary questions: (1) How do students' DT and CT mindsets change after participation in a Design Innovation module? (2) Is CT a prerequisite for developing DT? This study aims to illuminate the shifts in students' mindsets from before to after the completion of the module, highlighting the importance of developing key dispositions for ethical and socially responsible problem-solving. Results show a statistically significant increase in CT and DT disposition scores from pre- to post-test, suggesting a shift to more positive CT and DT mindsets after going through the Design Innovation module. In addition, a significant moderation effect of pre-test CT mindset on the relationship between pre-test and post-test DT mindset scores was observed, implying that CT was a prerequisite for DT. The findings offer insights into the module's effectiveness in fostering future-ready graduates' thinking capabilities on innovating for real-world challenges and highlight the need for our future-ready students to achieve critical competence and creative confidence. Finally, we conclude the paper with recommendations for educators to integrate CT skill development intentionally and in tandem with DT skill development for a balanced approach to developing critical competence and creative confidence in interdisciplinary courses. [ABSTRACT FROM AUTHOR]

Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication. [ABSTRACT FROM AUTHOR]

Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb's experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study. [ABSTRACT FROM AUTHOR]

Classroom conversation between students is complex and used for multiple reasons every day. Student dialogue also allows teachers insight into student's learning. This article presents findings from a qualitative study that used dialogism, a branch of sociocultural theory, to investigate in depth student to student (inter-student) questioning learning in technology in junior primary classrooms in small town in rural South Island, New Zealand. Inter-student dialogue was investigated while students from Year 0–4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production. In this study insight was gained into aspects of development of student understanding in and of technology through the recording and analysis of inter-student talk, observation, analysis of work samples and focus group interviews with the students and their teachers. It also allowed insight into students' views of the value of talking with their peers. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education. Three key findings are reported, the first related to teachers' views of classroom talk. Both were aware of the value of talk in the classroom but struggled to implement in-depth student dialogue for a range of reasons. The second finding focused on students' views on talk. Initially students recognised that they used questions to ask their teacher, peers, or parents for help, however after the study the data showed that a more sophisticated understanding of dialogue emerged. The third key findings focused on the nature of students' questions while undertaking technology practice. Findings showed that social interaction played a key role in developing participants' understanding of technology and that they used questioning to clarify, collaborate, support and defend themselves. [ABSTRACT FROM AUTHOR]

Evaluation in Design education is subjective and generally depends upon the pedagogues' personal perspective. Conducting subjective evaluation on a large scale is associated with multiple challenges; therefore, digitized evaluation is integral to maintain consistency in the evaluation process. This systematic literature review utilized SCOPUS, Web of Science, JSTOR, ScienceDirect (Elsevier), EBSCOhost, and Google Scholar data repositories to retrieve and analyse available literature on digitizing creativity evaluation in Design education. This review intends to provide the researcher community with multiple aspects of digitized creativity evaluation from 2008 to 2021 in Design education. This paper highlights digitized creativity evaluation in the context of Design education, factors of digitized creativity evaluation, research purposes, methods, results, findings, and limitations of this review. Significant findings indicate that most literature studies suggested factors of creativity evaluation, but hardly any studies have highlighted indicators associated with digitizing creativity evaluation. In addition, many articles focused on generalised digitization approaches; however, only a few studies highlighted integrating digitization with creativity evaluation. Moreover, few studies enlightened the difference in factors and techniques associated with evaluation in different Design educational settings, such as classrooms, design studios, mass examinations, etc. Future research may investigate factors and problem-solving techniques of digitized creativity evaluation in Design education from the aspect of multiple educational settings and self-adapting intelligent models that might migrate from one setting to another on demand. [ABSTRACT FROM AUTHOR]

Percutaneous transforaminal endoscopic discectomy (PTED) has steep learning curves and a high incidence of complications, but currently, efficient and economical training methods are lacking. This study aimed to validate a novel simulator for PTED. The simulated PTED included puncturing and establishing the working channel (PEWC) and endoscopic discectomy, with the PEWC being the tested module. Eleven experts and 21 novices were included and introduced to the simulator and tasks; all participants completed the PEWC. Outcomes included: total operation time, number of fluoroscopy for positioning the working sheath, number of spinal risk region invasion, Global Rating Scale (GRS) and a modified GRS, etc. The Mann-Whitney U test was used to compare 2 groups. Spearman's correlation coefficient analyzed continuous variables. Experts outperformed novices in total operation time (P = 0.001), requiring fewer number of fluoroscopies for positioning the working sheath (P = 0.003). Additionally, experts had a lower number of spinal risk region invasions (P = 0.016) and higher scores on both the GRS (P < 0.001) and modified GRS (P < 0.001). PTED experience correlated with GRS scores (P = 0.001) and modified GRS (P < 0.001). The overall realism scored a median of 4 (3.75–5), and educational value had a median of 4 (range 3–5). This study demonstrates the validity of the novel simulator, revealing significant associations between PTED experience and performance metrics in a simulated PEWC setting. Furthermore, the PEWC module also offers a good realistic design and high education value according to experts. [ABSTRACT FROM AUTHOR]

Critical Thinking (CT) skills are highly valued by employers, leading to their integration into engineering education through various design- and problem-based approaches. Despite their recognized importance, the varying perceptions of CT present challenges in achieving a unified approach to its development and assessment. This paper reviews CT assessment in engineering education, particularly mapping Facione's CT skills with assessment approaches to discern how CT is evaluated. We conducted a systematic keyword search in the SCOPUS database and identified 462 articles from 2010 to March 2023. These were reviewed and distilled down to 80 articles included in this study. We find that CT has been recognized as an essential skill set, but there are no consistent definitions or means to assess it. Further, while CT is a multifaced skill, we find that very few assessment methods assess CT holistically. We identify three goals for CT assessment: (1) understand and recognize CT, (2) demonstrate CT, and (3) identify if CT has changed due to intervention. We discuss how different assessment approaches, including rubrics, surveys, standardized tests, and customized assessments, have been used and propose recommendations to support reaching a better understanding of CT assessment in engineering education. Further research is needed to understand better how these skills can be taught and assessed as part of engineering education to meet the needs of employers. [ABSTRACT FROM AUTHOR]

In this study, we investigated the demographic, educational setting, and pedagogical factors in inclusive visual arts and design classrooms for students with disabilities. We also explored how art teachers' backgrounds, training, and school environments influence their approaches to teaching students with disabilities. Using survey research, we analyzed responses from more than 1,000 preK–12 art and design teachers in the United States, focusing on issues related to inclusion. The analysis provides insights regarding teachers' characteristics, experiences, and pedagogical approaches for teaching students with disabilities in a post-COVID educational system. Linear regression provided insights into factors that can create a sense of community and belonging for disabled individuals in an art classroom. We found a significant relationship between teacher preservice coursework and teachers' approaches to developing inclusive classrooms. Teachers who identify as disabled, undergo preservice coursework involving disabilities, refer to students' Individual Education Programs, have sufficient planning time, and work in schools with collaborative models are more likely to adopt inclusive approaches to pedagogy and curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents an integrated educational module for undergraduate traffic engineering at the microscale level. When dealing with a complex transportation system, the education program should cultivate students' acquisition of both in‐depth traffic specialization and breadth of engineering knowledge. For the educational instruction of the signal phase design, this article presents an integrated design that includes several engineering subjects: signal phase design, circuits and electronics, and object‐oriented programming (OOP). Due to the lengthy evolution of signal phase design and the high‐end industrial standards for this issue, this well‐structured problem requires an instructional design to adopt a worked example that integrates varied engineering domains. The integrated design session is intended to deliver education through designing a miniature signal controller while creating an immersive situation and encouraging social teamwork. Feedback from participating students has been positive, indicating the achievement of the planned learning objectives and better mastery of engineering practices. [ABSTRACT FROM AUTHOR]

Copyright of Arcos: Design, Cultura e Visualidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching vector addition seems challenging in secondary-level mathematics education. Vector addition requires both geometric and algebraic understandings, and the overreliance on abstract representations causes students difficulties in learning this complex mathematics skill. The concreteness fading framework is promising for effectively teaching complex mathematical topics in a progressive way. This study explores the contribution of concreteness fading to learning by implementing an instructional intervention for eighth graders on vector addition. Through a grounded theory method, this research reveals key concreteness fading mechanisms: (1) consistent design elements establish inter-task connections; (2) the fading task facilitates the co-building of operational and procedural knowledge; and (3) unfamiliar symbols within tasks promote mathematical sense-making. These findings suggest the potential for future studies to incorporate concreteness fading as a valuable strategy for enhancing the learning experience on complex mathematical subjects. [ABSTRACT FROM AUTHOR]

To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students' awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students' accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time – which is particularly challenging for HEIs – are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of visual attraction in the entrance areas of highway tunnels on drivers' saccade behavior and driving safety, with the objective of providing insights for tunnel entrance design and driver education. Fifty participants were recruited for the naturalistic driving experiment. Four different visually attractive driving scenarios (baseline, landscape-style architecture, tip slogan, and billboard) were selected. Eye-tracking technology was utilized to record and analyze the scanning behavior of participating drivers. Various metrics, including saccade duration, frequency, amplitude, velocity, and the peak-to-average ratio of saccade velocity (PARSV), were measured and compared across different scenarios. The results revealed different patterns of visual scanning dynamics among the four experimental scenarios, reflecting the different levels of visual-cognitive demands and situation awareness of drivers. The visual attraction in the tunnel entrance area resulted in prolonged saccade duration, increased saccade amplitude, reduced saccade frequency, and slower, less stable saccade velocity. Among these, drivers exhibited the most intricate and unstable scanning behavior, accompanied by the lowest level of situational awareness, particularly under the influence of visual attraction of tip slogan. The findings highlight the importance of considering visual attraction in tunnel entrance design. Minimizing unnecessary visual attraction can help reduce distractions and maintain driver attention, ultimately enhancing driving safety. Driver education programs should emphasize the significance of adapting to visual attraction at tunnel entrances to promote safer driving practices. Overall, this study contributes valuable insights into the effects of visual attraction on driver scanning behavior, facilitating the development of strategies to improve tunnel design and driver education. [ABSTRACT FROM AUTHOR]

Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research. [ABSTRACT FROM AUTHOR]

Interpreting and incorporating machine learning technology from a human perspective helps define the role of product designers in the era of artificial intelligence. With this background, this study developed a 7-week design course about machine learning-based product design. Subsequently, in Fall 2023, a class with seven undergraduate students from different majors was held on the subject of “home camera.” The design process consisted of (a) user research and need definition based on machine learning understanding and (b) machine learning-based interaction design development using a coding platform. The course was designed to explore the role of designers who implement human-centered design planning and prototypes considering machine learning tools. In addition, the course provided a basis for suggesting the direction of design education methods given emerging AI technology. The essence of design education is not merely about efficiency; rather, it is about nurturing designers’ ability to think critically and use tools to cultivate innovation.

Abstract Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design.

High requirements for specialists, specifically in the field of Design, who can quickly respond to modern socio-economic conditions and work effectively in a market economy necessitate a substantial upgrade of the professional education system for training costume designers. This study aimed to substantiate and implement the methodology for developing professional competencies of future costume designers in higher education institutions in Kazakhstan. The methodological approach of this experimental study was based on the development of a methodology for developing the professional competencies of the future costume designer and readiness components: motivational, cognitive-activity, creative, and reflective. The content of the basic terms “professional competence” and “designer’s professional competence” was determined; their signs and features were covered, and and a methodology for developing professional competencies of the future costume designer in the design system was developed and implemented. In the conducted experimental study at the ascertaining stage of the experiment at Makhambet Utemisov West Kazakhstan University, methodological tools were developed to increase the readiness of the future costume designer to develop professional competencies in the design system. After conducting an experimental study, promising areas for improving the methodology for the readiness of a future costume designer to develop professional competencies in the design system in higher educational institutions of Kazakhstan were formed. The practical value of the study lies in training a specialist who can implement scientific ideas and developments in the field of fashion design in Kazakhstan.