Exploring the Impact of Teaching Design History on Creativity and Intrinsic Motivation: Curriculum Design and Learning Outcomes (75460)

Session Information: Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Jia Yang Ma

Friday, 24 November 2023 11:45
Session: Session 2
Room: Room 605
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The history of design is a foundational course for design majors in universities worldwide. Typically taught from a purely theoretical standpoint new university students who may lack foundational knowledge in the field often find this course tedious. They frequently want to express themselves creatively in design as soon as possible. In response, this study altered the teaching approach. Instead of the conventional “linear lecture” based method, we introduced an exploratory method centered on “design styles”. This approach uses styles as a starting point, guiding students to delve into temporal and spatial contexts, developmental reasoning, key figures, social impacts, and more. It encourages them to explore design history through stylistic representations and to layer their personal interpretations of design styles into practical icon design exercises. A total of 30 students participated in this study to assess the teaching method’s effectiveness. A statistical T-test comparing the pre-study and post-study results confirmed that the “style-centered” approach enhanced students’ creativity and intrinsic motivation. This indicates the method’s efficacy in teaching design history. Furthermore, linear regression analysis was employed to understand the relationship between creativity and intrinsic motivation. The findings revealed that creativity had a notably positive influence on intrinsic motivation through “style-centered” design history instruction. Historically, a lack of motivation has been a challenge in history courses. However, the style-centered approach to teaching design history has been proven effective. Future history curricula should consider students’ learning preferences and aspirations to ignite their passion for learning.

Jia Yang Ma, Nanjing Forestry University, China
Yue Jun Zhao, Jiangsu Second Normal University, China

About the Presenter(s)
Dr Jia Yang Ma is a University Assistant Professor/Lecturer at Nanjing Forestry University in China

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00