Mixed Perspectives and Thematic Analysis in Design Education
| Autor: | Yukari Nagai, Qinghua Yu |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Design Education
lcsh:Ethnology. Social and cultural anthropology Cultural Studies Sociology and Political Science Economics Econometrics and Finance (miscellaneous) 0211 other engineering and technologies 02 engineering and technology Development Mixed Perspectives Hill Censer Education Gender Studies Japan 0504 sociology Arts and Humanities (miscellaneous) Thematic Analysis Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Sociology 021106 design practice & management 05 social sciences 050401 social sciences methods Emotional Requirements lcsh:GN301-674 Design education Thematic analysis |
| Zdroj: | Space and Culture, India, Vol 8, Iss 4 (2021) |
| ISSN: | 2052-8396 |
| Popis: | This research explores the design of products based on users’ emotional requirements and how students can be stimulated to generate novel ideas in design education. In order to achieve these aims, multiple methods were taught to students during an online course. In the first step, the students utilised interviews, questionnaires, and mixed perspectives to design hill censers according to the users’ emotional requirements. In the second step, the researcher conducted a qualitative thematic analysis to study the students’ collected survey reports. The analytic results were then shared with students to help them quickly obtain better novel design ideas. And then, an emotional design appraisal model was built in the third step. The two main findings are as follows: first, creation in light of the stakeholder’s perspective enabled the students to come up with better design ideas quickly. Second, the ‘design method’ and ‘emotional experience’ themes obtained by the thematic analysis were found to be vital for the designers/students. Notably, the ‘design method’ theme can help students generate novel design ideas, and the students can learn the users’ needs from the ‘emotional experience’ theme. |
| Databáze: | OpenAIRE |
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