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: 1st Dec 2022, 05:38:04pm CET

 
Only Sessions at Location/Venue 
 
 
Session Overview
Session
08/3: Track | Design Learning Environments
Time:
Saturday, 25/Sept/2021:
3:15pm - 4:15pm

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


Show help for 'Increase or decrease the abstract text size'
Presentations

Teaching with Virtual Simulation: Is It Helpful?

Meng Yue Ding, Yi Ke Hu, Zhi Hao Kang, Yi Jia Feng

Tianjin University, China, People's Republic of

A growing number of construction-related virtual simulations demonstrate the benefits of providing students with a realistic and interactive learning experience to help them develop knowledge applicable to real-world situations. Virtual simulation provides a new form of teaching for physical experiments with high complexity, safety hazards, and excessive space. This study examined a course on the construction of Chinese traditional wood architecture for students majoring in architecture and related subjects. An experimental teaching platform with virtual simulation was utilized to respond to challenges of physical experiments. A questionnaire was administered to 74 undergraduate students and three teachers, and interviews were conducted with a subset of the participants. The results revealed that virtual simulation was helpful for students and teachers. This case study highlighted the potential of experimentation in the learning process through new technologies and reflected on whether the application of new technology was helpful to students majoring in architecture design.



Designing Criteria for Developing Educational Multimedia Games

Chaitanya Solanki1, Deepak John Mathew2

1Indian Institute of Technology Hyderabad, India; 2Indian Institute of Technology Hyderabad, India

Increasing research is being done into the relationship between learning and games in recent years. Player engagement and intrinsic/extrinsic motivation have shown to be pertinent in improving the quality of knowledge retention in game-based learning environments. Similarly, the use of multimedia in game-based learning environments has also shown to have significant potential for effective learning; however, it is unclear whether a generalized criterion can be designed for it. This work presents a review of theories and guidelines that pertain to learning environments, game design, and multimedia learning, in an effort to distill the key elements which can help develop design criteria that can contribute to efficient educational multimedia game development.



Utilising Collaborative Online International Learning (COIL) as a Pedagogical Framework for Design Thinking Projects

Adela Glyn-Davies1, Clive David Hilton2

1University of Derby; 2Coventry University

The University of Derby (UoD) and Jiangxi University of Technology (JXUT) run annual, joint pro-jects that provide students with an opportunity to develop cultural awareness and work on par-ticipatory Design Thinking and professional practice projects. These have normally taken place on the Derby campus but in 2020/21 the teaching delivery moved entirely to a virtual realm, due to the Covid-19 restrictions in the UK. This year, participants were tasked to propose products and services to improve student wellbeing in inner-city areas. This case study presents the results of this collaboration. The online Design Thinking project, undertaken by UK and Chinese students utilises the COIL framework (Collaborative Online International Learning). The goal of this ap-proach is for students to become independent critical thinkers, who use empathetic methodol-ogies to Design. Furthermore, it will present visual samples of students' work and present how online real-time interactive platforms facilitated their research and communication skills. The conclusion summarises what was learned from this way of working, together with suggestions of how this might feed into design pedagogy in the post-Covid era.



 
Contact and Legal Notice · Contact Address:
Privacy Statement · Conference: DRS LearnxDesign 2021
Conference Software - ConfTool Pro 2.6.145+TC
© 2001–2022 by Dr. H. Weinreich, Hamburg, Germany