Models and Methods
Intuitive Insights or Acquired Training: Understanding Design Students' Perception of Community-Oriented Spaces View Digital Media
Paper Presentation in a Themed Session Milagros Zingoni, Abbie Simon
The human eye is the primary receptor for all perceptions related to the design of a space. Design professionals can identify the human’s understanding of a space through the occupant’s visual cues and perception. This research explores design and non-design students' ability to identify environmental settings that promote community-oriented spaces using eye tracking. Prior research at the University of Oregon, led by Megan Knight, analyzed first-year students' experiences in freshman dormitories regarding community and sense of belonging from an interior perspective. This study was conducted under McMillan and Chavis' sense of community theory, which includes four elements: membership, influence, integration and fulfillment of needs, and shared emotional connection. This pilot study analyzed higher education students’ visual perceptions of community-oriented design through two-dimensional images of spaces. Twelve first-year students from design and non-design majors voluntarily participated, measuring every eye fixation and time allotted. After viewing each scene, participants were asked to rate the scene on a five-point Likert scale according to how well the scene promoted community and provide an explanation of the rating. The data was then visualized and studied with corresponding fixation and heat maps. Findings indicated that design students had a more fluid visual comprehension of scenes and architectural elements, while non-design students showed trivial fixation clusters in active areas. Both groups focused heavily on the center of scenes, following perspective lines before diverting attention to individuals within the scenes. This study contributes to understanding how design students perceive community through design and suggests avenues for further research.
Research on Reminiscence Therapy Game Design View Digital Media
Paper Presentation in a Themed Session Wen Huei Chou, Shih Ping Chiu, Yichun Li, Ya ling Ko
Dementia prevalence is projected to rise to 78 million by 2030 and 139 million by 2050, with Alzheimer's accounting for 60–70% of cases. Addressing this issue is vital for affected individuals and their caregivers. To alleviate dementia symptoms, both pharmaceutical and non-pharmacological treatments are used. Non-pharmacological interventions show potential benefits in treating depression, cognitive function, and social activities. Butler's reminiscence therapy uses "life review" to help the elderly recall past events, improving their quality of life and reducing depression. Despite its advantages, reminiscence therapy lacks rigorous experimental evaluation. This study aims to develop clear design specifications for reminiscence therapy through physiological sensing experiments. Collaborating with Yunlin University of Science and Technology in Taiwan and Chiba University in Japan, the study uses traditional rice dishes as nostalgic content for life review activities. Over 36 months, the study involves game design based on historical data from Taiwan and Japan, with experimental environments planned by the Japanese team. Data from Electrodermal Activity (EDA) and Blood Volume Pulse (BVP) experiments will be analyzed to assess the therapy's effectiveness. The first 24 months have completed pre-study and design work, and the project is now in the acceptance stage.
Exploring the Impact of Localized Exhibitions on Visitor Experience and Knowledge Dissemination: A Case Study of "Searching for the Sustainable Forest" View Digital Media
Paper Presentation in a Themed Session Shi Liang Chang, Wen Huei Chou
Amid the global challenges of sustainable development, integrating cultural exhibitions with modern technologies has become a crucial approach to enhancing public awareness of local ecology and sustainability issues. This study investigates how localized exhibition formats can improve visitor experiences and promote knowledge dissemination while examining whether the fusion of traditional culture and technology fosters ecological education and emotional connections. Using the puppet show "Searching for the Sustainable Forest," showcased by National Yunlin University of Science and Technology at the 2024 Asia-Pacific Sustainability Expo, the research incorporates Yunlin's unique ecological features (e.g., purple crow butterflies, fairy pittas, and golden bats) and RFID interactive technology to create an innovative cultural, technological, and educational experience. Guided by Sitzia’s (2022) sensory education framework, the study developed four dimensions—macro perspective, resonance, guidance, and content-related significance—and used questionnaires to assess visitor outcomes. Results demonstrate the puppet show’s effectiveness in eliciting emotional resonance, deepening cultural recognition, and enhancing sustainability knowledge. This research provides insights for future cross-disciplinary collaborations and interactive design enhancements, showcasing the potential of local culture in sustainability education.
Exploring the Effectiveness of Course Design Based on Cooperative Learning and Peer Feedback in Fostering Students’ Innovative Thinking and Critical Thinking Skills : A Case Study of a Design Methods and Creative Thinking Course View Digital Media
Paper Presentation in a Themed Session Ya ling Ko, Wen Huei Chou
In university classrooms, most courses are traditionally delivered by a single teacher, and large-class settings further challenge teachers to address the learning progress of all students and provide timely guidance. Cooperative learning is a strategy that facilitates interaction among learners to achieve shared learning objectives. In the context of university design courses, curriculum planning often includes elements such as design proposals and presentations. However, students have historically shown low levels of attention during presentations from other one and a lack of proficiency in asking questions. To address these challenges, this course design incorporates not only group-based cooperative learning but also an intergroup feedback mechanism. Groups serve as advisory units, supplementing the teacher’s role as the sole evaluator and mentor. During group presentations, advisory groups collect and consolidate their perspectives anonymously through online tools. This approach not only mitigates the dominance of a single viewpoint provided by the teacher but also offers objective insights and experiential feedback from peers on the same topic. This strategy enhances students’ attention and contributes significantly to the cultivation of their critical thinking skills. Moreover, intergroup feedback is synthesized and presented to the reporting group to refine their design proposals. This integrative feedback mechanism helps improve the overall quality of design outputs while fostering an environment that supports innovative and critical thinking.
