Visual Instruction to Enhance Teaching of Technical Subject to Design Students.
Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and...
| Published in: | International Journal of Art & Design Education Vol. 40; no. 1; pp. 165 - 184 |
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| Main Authors: | , , |
| Format: | Article |
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Wiley-Blackwell
Feb2021
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149377444&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149377444 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2021 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149377444 10.1111/jade.12343 ppf: 165 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 667KB tig: atl: Visual Instruction to Enhance Teaching of Technical Subject to Design Students. aug: au: Lau, Siu‐Kit Joshi, Noopur Pang, Ming Fai su: Teaching Visual education Learning Mixed methods research Design students Design education sug: subj: Teaching Visual education Learning Mixed methods research Design students Design education keyword: approach to learning spatial cognitive ability STEM for design students student learning outcome visualisation ab: Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students' approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students' feedback and interviews. These factors were also measured for the control group that did not receive visual instruction (n = 32), to assess the effect of the intervention. When taught with visualisation, students (n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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