Dezembro 2021 vol. 9 num. 5 - 14th International Conference of the European Academy of Design, Safe Harbours for Design Research

Full Paper - Open Access.

Idioma principal | Segundo idioma

Rethinking Experiential and Hands-On Learning for Digital Spaces: A game-based case study in design education

Rethinking Experiential and Hands-On Learning for Digital Spaces: A game-based case study in design education

Madsen, Kristina Maria ; Jensen, Thessa ;

Full Paper:

The experiential learning cycle by Kolb is used as a basic framework for connecting abstract concepts like creativity with the design thinking process in a digital online course environment. The students contemplated each step in the learning cycle at least twice in an onward learning spiral. We as teachers completed the cycle on a meta-level, beginning with the abstract conceptualization of the course materials, theories, and methods, and ending with writing this article. The design thinking process applies second-order learning, where the students utilize theories, methods, and actual experiences in the design of their prototype, the testing of which gives new actual experiences, which in turn are reflected upon and finally conceptualised in the concluding exam. Our findings show that despite the challenges of transferring a course from a physical setting to an online environment, teaching and learning, as well as group work are possible.

Full Paper:

The experiential learning cycle by Kolb is used as a basic framework for connecting abstract concepts like creativity with the design thinking process in a digital online course environment. The students contemplated each step in the learning cycle at least twice in an onward learning spiral. We as teachers completed the cycle on a meta-level, beginning with the abstract conceptualization of the course materials, theories, and methods, and ending with writing this article. The design thinking process applies second-order learning, where the students utilize theories, methods, and actual experiences in the design of their prototype, the testing of which gives new actual experiences, which in turn are reflected upon and finally conceptualised in the concluding exam. Our findings show that despite the challenges of transferring a course from a physical setting to an online environment, teaching and learning, as well as group work are possible.

Download (PDF)

Palavras-chave: experiential learning, design thinking, creativity, virtual learning spaces, digital tools,

Palavras-chave: experiential learning, design thinking, creativity, virtual learning spaces, digital tools,

DOI: 10.5151/ead2021-126

Referências bibliográficas
  • [1] "Amabile, T. M. (1998). How to kill creativity (Vol. 87). Boston, MA: Harvard Business School Publishing.
  • [2] Csikszentmihalyi, M. (2014). Society, Culture, and Person: A Systems View of Creativity in Csikszentmihalyi, M., The Systems Model of Creativity. Springer Science+Business Media, Dordrecht.
  • [3] Gaver, W. (2012, May). What should we expect from research through design? In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 937-946).
  • [4] Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development second edition. Pearson FT press.
  • [5] Kolmos, A., Krogh, L., & Fink, F. (2007). The Aalborg PBL model. Aalborg University Press.
  • [6] Madsen, K. M., & Krishnasamy, R. (2020). Our Museum Game: A Collaborative Game for User-Centered Exhibition Design. I A. Brooks, & E. I. Brooks (red.), ArtsIT 2019: Interactivity & Game Creation (p. 427-435). Springer. https://doi.org/10.1007/978-3-030-53294-9_31
  • [7] Madsen, K. M., & Rasmussen, M. H. (2021). A Matrix for Gamifying Development Workshops. In A. Brooks, E. I. Brooks, & D. Jonathan (red.), Interactivity & Game Creation: 9th EAI International Conference, ArtsIT 2020 (vol 367, p. 180-197). Springer. https://doi.org/10.1007/978-3-030-73426-8_10
  • [8] Nakamura J., Csikszentmihalyi M. (2014) The Concept of Flow. In: Flow and the Foundations of Positive Psychology. Springer, Dordrecht.
  • [9] Rhodes, M. (1961). An Analysis of Creativity in The Phi Delta Kappan, Vol. 42, No. 7, side 305 - 310.
  • [10] Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
  • [11] Stanford d.school. (2019, June 15). Design Thinking models. Empathize IT. https://empathizeit.com/design-thinking-models-stanford-d-school/ (last accessed 2021, March 21).
  • [12] Vallerand, R. J. (2000). Deci and Ryan’s Self-Determination Theory: A View from the Hierarchical Model of Intrinsic and Extrinsic Motivation. Psychological Inquiry, 11(4), 312–318. "
Como citar:

Madsen, Kristina Maria; Jensen, Thessa; "Rethinking Experiential and Hands-On Learning for Digital Spaces: A game-based case study in design education", p. 49-59 . In: 14th International Conference of the European Academy of Design, Safe Harbours for Design Research. São Paulo: Blucher, 2021.
ISSN 2318-6968, DOI 10.5151/ead2021-126

últimos 30 dias | último ano | desde a publicação


downloads


visualizações


indexações