Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 3rd Dec 2022, 11:20:19am CET

Only Sessions at Location/Venue 
Session Overview
08/2: Track | Design Learning Environments
Saturday, 25/Sept/2021:
2:00pm - 3:00pm

Session Chair: Katja Thoring, Anhalt University
Session Chair: Nicole Lotz, The Open University
Session Chair: Shan Gao, Interpreter/Shandong University of Art & Design
Virtual location: Ericuo

if you are have difficulties to access the Zoom meeting please contact Erik Bohemia

to access submissions’ abstracts and files please select the session's title

InterpretersShan GAO and Xingfu WANG

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A Game Implementation Approach for Design Education

Duhan Ölmez1, Fehmi Doğan2

1Yaşar Üniversitesi, Turkey; 2Izmir Institute of Technology, Turkey

This paper proposes a new implementation of video games to be used as an architectural design education tool within design studios. There are studies which include video games in design educa-tion, however, they include video games either as mere representational media, or simplified de-sign environments, or as just visualization tools. Video games’ structures provide a ground for de-signing with constraints to find solutions to ill-defined design problems with a trial-and-error pro-cess. As an addition to traditional master and apprentice model of learning in the studio, video games can reduce the workload of the tutors and allow them to focus on design itself rather than focusing on hard constraints. Video games provide a highly immersive, fast, and accurate feedback to students to improve their designing skills, allow them to generate a design library and provide a platform to gain know-how in terms of solving design problems. Our contemporary architectural design education can benefit from the proposed implementation method with the video games in the market.

Architectural Design Studio as an 'Extended Problem Space'

F. Zeynep Ata, Fehmi Dogan

Izmir Institute of Technology, Turkey

Drawing on the foundational theory of Zone of Proximal Development, this paper approaches dominant architectural design studio pedagogies critically and explores how the concept of ‘extended problem space’ can help develop better pedagogies for design learning. A conceptual framework is introduced through a theoretical understanding of architectural design studios’ multi-layered environmental sphere of cognitive systems based on previous research on studio education. The formation of the framework is inspired by an earlier study carried out in knowledge production and transmission processes in a research laboratory that considers the human and non-human components of the laboratory within an evolutionary mechanism. Cognitive components of architectural design studios, hence, are described through the social, cultural, material, and temporal dimensions within an understanding of embodied, distributed, enculturated, situated, and extended cognition. Next step of this conceptual study is to explore architectural design studios’ cognitive systems empirically to investigate dynamics among cognitive components in different settings.

Immersive Learning: from Basic Design for Communication Design. A Theoretical Framework

Yuan Liu1, Dina Ricco'2, Daniela Anna Calabi2

1Beijing Institute of Fashion Technology, China; 2Politecnico di Milano, Italy

In this paper we discuss the two changes that basic design education faced: one is the teaching need of transformation from visual to multisensory and synaesthetic communication; the other is the use of virtual environments to teach design. As an answer to the trend of constructivist learning, also in order to fulfill the need for multisensory training, the discussion of an innovative learning environment for basic design education has become essential. The problems remain, as virtual technology has limitations regarding visualizing abstract concepts. This research aims to build an immersive virtual environment to teach basic design, along with the value of subjective immersive experience for design learning in general. The study presented in this paper proposes a theoretical framework, starting with the redefinition of the concepts of “immersion” and “presence” from a cognitive perspective (Scuri, 2017). The main research method is based on two groups of case studies; through literature review and secondary research, this work categorizes the factors of presence into a three-dimensional framework, also defining the four typologies of immersion and two in-class educational models. The paper presents the results of the research at the first phase, aimed at bridging the gap between design learning and virtual spaces. Through the framework addressed, we are able to frame an actual design tool with the help of online platforms and tools.

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