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design students</title> <meta name="description" content="Search results for: art and design students"> <meta name="keywords" content="art and design students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="art and design students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17385</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: art and design students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17385</span> Using Mind Mapping and Morphological Analysis within a New Methodology for Teaching Students of Products’ Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kareem%20Saber">Kareem Saber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many products’ design instructors search for how to help students to develop their designs simply by reducing design stages and extrapolating simple design process forms to achieve design creativity. So, the researcher extrapolated a new design process form called “hierarchical design” which reduced design process into three stages and he had tried that methodology on about two hundred students. That trial had led to great results as students could develop their designs which characterized by creativity and innovation. That proved the success and effectiveness of the proposed methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mind%20mapping" title="mind mapping">mind mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20analysis" title=" morphological analysis"> morphological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process "> design process </a> </p> <a href="https://publications.waset.org/abstracts/122030/using-mind-mapping-and-morphological-analysis-within-a-new-methodology-for-teaching-students-of-products-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17384</span> An Attempt to Get Communication Design Students to Reflect: A Content Analysis of Students’ Learning Journals </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20K.%20Peter%20Chuah">C. K. Peter Chuah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Essentially, the intention of reflective journal is meant for students to develop higher-order thinking skills and to provide a 'space' to make their learning experience and thinking, making and feeling visible, i.e., it provides students an opportunity to evaluate their learning critically by focusing on the rationale behind their thinking, making and feeling. In addition, reflective journal also gets the students to focus on how could things be done differently—the possibility, alternative point of views, and opportunities for change. It is hoped that by getting communication design students to reflect at various intervals, they could move away from mere working on the design project and pay more attention to what they thought they have learned in relation to the development of their design ability. Unfortunately, a closer examination—through content analysis—of the learning journals submitted by a group of design students revealed that most of the reflections were descriptive and tended to be a summary of what occurred in the learning experience. While many students were able to describe what they did, very few were able to explain how they were able to do something critically. It can be concluded that to get design students to reflect is a fairly easy task, but to get them to reflect critically could be very challenging. To ensure that design students could benefit from the use of reflective journal as a tool to develop their critical thinking skills, a more systematic and structured approach to the introduction of critical thinking and reflective journal should be built into the design curriculum to provide as much practice and sufficient feedback as other studio subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20design%20education" title="communication design education">communication design education</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20journal" title=" reflective journal"> reflective journal</a> </p> <a href="https://publications.waset.org/abstracts/54467/an-attempt-to-get-communication-design-students-to-reflect-a-content-analysis-of-students-learning-journals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17383</span> Design for Classroom Units: A Collaborative Multicultural Studio Development with Chinese Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Caires">C. S. Caires</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Barbosa"> A. Barbosa</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Hanyou"> W. Hanyou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present the main results achieved during a five-week international workshop on Interactive Furniture for the Classroom, with 22 Chinese design students, in Jiangmen city (Guangdong province, China), and five teachers from Portugal, France, Iran, Macao SAR, and China. The main goal was to engage design students from China with new skills and practice methodologies towards interactive design research for furniture and product design for the classroom. The final results demonstrate students' concerns on improving Chinese furniture design for the classrooms, including solutions related to collaborative learning and human-interaction design for interactive furniture products. The findings of the research led students to the fabrication of five original prototypes: two for kindergartens ('Candy' and 'Tilt-tilt'), two for primary schools ('Closer' and 'Eks(x)'), and one for art/creative schools ('Wave'). From the findings, it was also clear that collaboration, personalization, and project-based teaching are still neglected when designing furniture products for the classroom in China. Students focused on these issues and came up with creative solutions that could transform this educational field in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=product%20design" title="product design">product design</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20education" title=" collaborative education"> collaborative education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20design" title=" interactive design"> interactive design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20research%20and%20prototyping" title=" design research and prototyping"> design research and prototyping</a> </p> <a href="https://publications.waset.org/abstracts/120448/design-for-classroom-units-a-collaborative-multicultural-studio-development-with-chinese-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17382</span> Interior Design Pedagogy in the 21st Century: Personalised Design Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roba%20Zakariah%20Shaheen">Roba Zakariah Shaheen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the 21st-century Interior, design pedagogy has developed rapidly due to social and economical factors. Socially, this paper presents research findings that shows a significant relationship between educators and students in interior design education. It shows that students’ personal traits, design process, and thinking process are significantly interrelated. Constructively, this paper presented how personal traits can guide educators in the interior design education domain to develop students’ thinking process. In the same time, it demonstrated how students should use their own personal traits to create their own design process. Constructivism was the theory underneath this research, as it supports the grounded theory, which is the methodological approach of this research. Moreover, Mayer’s Briggs Type Indicator strategy was used to investigate the personality traits scientifically, as a psychological strategy that related to cognitive ability. Conclusions from this research strongly recommends that educators and students should utilize their personal traits to foster interior design education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interior%20design" title="interior design">interior design</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a> </p> <a href="https://publications.waset.org/abstracts/139918/interior-design-pedagogy-in-the-21st-century-personalised-design-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17381</span> Emulation Model in Architectural Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96.%20%C5%9Eenyi%C4%9Fit">Ö. Şenyiğit</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20%C3%87olak"> A. Çolak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is of great importance for an architectural student to know the parameters through which he/she can conduct his/her design and makes his/her design effective in architectural education. Therefore; an empirical application study was carried out through the designing activity using the emulation model to support the design and design approaches of architectural students. During the investigation period, studies were done on the basic design elements and principles of the fall semester, and the emulation model, one of the designing methods that constitute the subject of the study, was fictionalized as three phased “recognition-interpretation-application”. As a result of the study, it was observed that when students were given a key method during the design process, their awareness increased and their aspects improved as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20design" title="basic design">basic design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20education" title=" design education"> design education</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20methods" title=" design methods"> design methods</a>, <a href="https://publications.waset.org/abstracts/search?q=emulation" title=" emulation"> emulation</a> </p> <a href="https://publications.waset.org/abstracts/77529/emulation-model-in-architectural-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17380</span> Exploration of Influential Factors on First Year Architecture Students’ Productivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shima%20Nikanjam">Shima Nikanjam</a>, <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour"> Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Adi%20Irfan%20Che%20Ani"> Adi Irfan Che Ani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design process in architecture education is based upon the Learning-by-Doing method, which leads students to understand how to design by practicing rather than studying. First-year design studios, as starting educational stage, provide integrated knowledge and skills of design for newly jointed architecture students. Within the basic design studio environment, students are guided to transfer their abstract thoughts into visual concrete decisions under the supervision of design educators for the first time. Therefore, introductory design studios have predominant impacts on students’ operational thinking and designing. Architectural design thinking is quite different from students’ educational backgrounds and learning habits. This educational challenge at basic design studios creates a severe need to study the reality of design education at foundation year and define appropriate educational methods with convenient project types with the intention of enhancing architecture education quality. Material for this study has been gathered through long-term direct observation at a first year second semester design studio at the faculty of architecture at EMU (known as FARC 102), fall and spring academic semester 2014-15. Distribution of a questionnaire among case study students and interviews with third and fourth design studio students who passed through the same methods of education in the past 2 years and conducting interviews with instructors are other methodologies used in this research. The results of this study reveal a risk of a mismatch between the implemented teaching method, project type and scale in this particular level and students’ learning styles. Although the existence of such risk due to varieties in students’ profiles could be expected to some extent, recommendations can support educators to reach maximum compatibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture%20education" title="architecture education">architecture education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20design%20studio" title=" basic design studio"> basic design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20method" title=" educational method"> educational method</a>, <a href="https://publications.waset.org/abstracts/search?q=forms%20creation%20skill" title=" forms creation skill"> forms creation skill</a> </p> <a href="https://publications.waset.org/abstracts/45636/exploration-of-influential-factors-on-first-year-architecture-students-productivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17379</span> Different Approaches to Teaching a Database Course to Undergraduate and Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samah%20Senbel">Samah Senbel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Database Design is a fundamental part of the Computer Science and Information technology curricula in any school, as well as in the study of management, business administration, and data analytics. In this study, we compare the performance of two groups of students studying the same database design and implementation course at Sacred Heart University in the fall of 2018. Both courses used the same textbook and were taught by the same professor, one for seven graduate students and one for 26 undergraduate students (juniors). The undergraduate students were aged around 20 years old with little work experience, while the graduate students averaged 35 years old and all were employed in computer-related or management-related jobs. The textbook used was 'Database Systems, Design, Implementation, and Management' by Coronel and Morris, and the course was designed to follow the textbook roughly a chapter per week. The first 6 weeks covered the design aspect of a database, followed by a paper exam. The next 6 weeks covered the implementation aspect of the database using SQL followed by a lab exam. Since the undergraduate students are on a 16 week semester, we spend the last three weeks of the course covering NoSQL. This part of the course was not included in this study. After the course was over, we analyze the results of the two groups of students. An interesting discrepancy was observed: In the database design part of the course, the average grade of the graduate students was 92%, while that of the undergraduate students was 77% for the same exam. In the implementation part of the course, we observe the opposite: the average grade of the graduate students was 65% while that of the undergraduate students was 73%. The overall grades were quite similar: the graduate average was 78% and that of the undergraduates was 75%. Based on these results, we concluded that having both classes follow the same time schedule was not beneficial, and an adjustment is needed. The graduates could spend less time on design and the undergraduates would benefit from more design time. In the fall of 2019, 30 students registered for the undergraduate course and 15 students registered for the graduate course. To test our conclusion, the undergraduates spend about 67% of time (eight classes) on the design part of the course and 33% (four classes) on the implementation part, using the exact exams as the previous year. This resulted in an improvement in their average grades on the design part from 77% to 83% and also their implementation average grade from 73% to 79%. In conclusion, we recommend using two separate schedules for teaching the database design course. For undergraduate students, it is important to spend more time on the design part rather than the implementation part of the course. While for the older graduate students, we recommend spending more time on the implementation part, as it seems that is the part they struggle with, even though they have a higher understanding of the design component of databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20design" title=" database design"> database design</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20and%20undergraduate%20students" title=" graduate and undergraduate students"> graduate and undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/123395/different-approaches-to-teaching-a-database-course-to-undergraduate-and-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17378</span> The Development of Statistical Analysis in Agriculture Experimental Design Using R</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somruay%20Apichatibutarapong">Somruay Apichatibutarapong</a>, <a href="https://publications.waset.org/abstracts/search?q=Chookiat%20Pudprommart"> Chookiat Pudprommart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to develop of statistical analysis by using R programming via internet applied for agriculture experimental design. Data were collected from 65 items in completely randomized design, randomized block design, Latin square design, split plot design, factorial design and nested design. The quantitative approach was used to investigate the quality of learning media on statistical analysis by using R programming via Internet by six experts and the opinions of 100 students who interested in experimental design and applied statistics. It was revealed that the experts’ opinions were good in all contents except a usage of web board and the students’ opinions were good in overall and all items. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20design" title="experimental design">experimental design</a>, <a href="https://publications.waset.org/abstracts/search?q=r%20programming" title=" r programming"> r programming</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a> </p> <a href="https://publications.waset.org/abstracts/2748/the-development-of-statistical-analysis-in-agriculture-experimental-design-using-r" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2748.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17377</span> Subjective Well-being, Beliefs, and Lifestyles of First Year University Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaili%20C.%20Zhang">Kaili C. Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental well-being is an integral part of university students’ overall well-being and has been a matter of increasing concern in the UK. This study addressed the impact of university experience on students by investigating the changes students experience in their beliefs, lifestyles, and well-being during their first year of study, as well as the factors contributing to such changes. Using a longitudinal two-wave mixed method design, this project identified importantfactors that contribute to or inhibit these changes. Implications for universities across the UK are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyles" title=" lifestyles"> lifestyles</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/144367/subjective-well-being-beliefs-and-lifestyles-of-first-year-university-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17376</span> Practical Experiences as Part of Project Management Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Hussain">H. Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20H.%20Mohamad"> N. H. Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practical experiences have been one of the successful criteria for the Project Management course for the art and design students. There are series of events that the students have to undergo as part of their practical exercises in the learning context for Project Management courses. These series have been divided into few mini programs that involved the whole individual in each group. Therefore, the events have been one of the bench marks for these students. Through the practical experience, the task that has been given to individual has been performed according to the needs of professional practice and ethics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practical%20experience" title="practical experience">practical experience</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20and%20design%20students" title=" art and design students"> art and design students</a>, <a href="https://publications.waset.org/abstracts/search?q=events" title=" events"> events</a>, <a href="https://publications.waset.org/abstracts/search?q=programs" title=" programs"> programs</a> </p> <a href="https://publications.waset.org/abstracts/28606/practical-experiences-as-part-of-project-management-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">556</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17375</span> A Case Study in Using Gamification in the Mobile Computing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rula%20Al%20Azawi">Rula Al Azawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abobaker%20Shafi"> Abobaker Shafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to use gamification technology in the mobile computing course to increase students motivation and engagement. The game applied to be designed by students focusing also to design educational game for children with age six years. This game will teach the students how to learn in a fun way. Our case study is implemented at Gulf College which is affiliated with Staffordshire University-UK. Our game design was applied to teach students Android Studio software by designing an educational game. Our goal with gamification is to improve student attendance, increase student engagement, problem solving and user stratification. Finally, we describe the findings and results of our case study. The data analysis and evaluation are based on students feedback, staff feedback and the final marking grades for the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=android%20studio%20software" title=" android studio software"> android studio software</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation%20and%20engagement" title=" students motivation and engagement"> students motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/61688/a-case-study-in-using-gamification-in-the-mobile-computing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17374</span> Engaging Students in Spatial Thinking through Design Education: Case Study of a Biomimicry Design Project in the Primary Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caiwei%20Zhu">Caiwei Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Remke%20Klapwijk"> Remke Klapwijk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spatial thinking, a way of thinking based on the understanding and reasoning of spatial concepts and representations, is embedded in science, technology, engineering, arts, and mathematics (STEAM) learning. Aside from many studies that successfully used targeted training to improve students’ spatial thinking skills, few have closely examined how spatial thinking can be trained in classroom settings. Design and technology education, which receives increasing attention towards its integration into formal curriculums, inherently encompasses a wide range of spatial activities, such as constructing mental representations of design ideas, mentally transforming objects and materials to form designs, visually communicating design plans through annotated drawings, and creating 2D and 3D design artifacts. Among different design topics, biomimicry offers a unique avenue for students to recognize and analyze the shapes and structures in nature. By mapping the forms of plants and animals onto functions, students gain inspiration to solve human design challenges. This study is one of the first to highlight opportunities for training spatial thinking in a biomimicry design project for primary school students. Embracing methodological principles of educational design-based research, this case study is conducted along with iterations in the design of the intervention and collaboration with teachers. Data are harvested from small groups of 10- to 12-year-olds at an international school in the Netherlands. Classroom videos, semi-structured interviews with students, design drawings and artifacts, formative assessment, and the pre- and post-intervention spatial test triangulate evidence for students' spatial thinking. In addition to contributing to a theory of integrating spatial thinking in the primary curriculum, mechanisms underlying such improvement in spatial thinking are explored and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomimicry" title="biomimicry">biomimicry</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20and%20technology%20education" title=" design and technology education"> design and technology education</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title=" primary education"> primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20thinking" title=" spatial thinking"> spatial thinking</a> </p> <a href="https://publications.waset.org/abstracts/146616/engaging-students-in-spatial-thinking-through-design-education-case-study-of-a-biomimicry-design-project-in-the-primary-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17373</span> New HCI Design Process Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jongwan%20Kim">Jongwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Computer Interaction (HCI) is a subject covering the study, plan, and design of interactions between humans and computers. The prevalent use of digital mobile devices is increasing the need for education and research on HCI. This work is focused on a new education method geared towards reducing errors while developing application programs that incorporate role-changing brainstorming techniques during HCI design process. The proposed method has been applied to a capstone design course in the last spring semester. Students discovered some examples about UI design improvement and their error discovering and reducing capability was promoted. An UI design improvement, PC voice control for people with disabilities as an assistive technology examplar, will be presented. The improvement of these students' design ability will be helpful to the real field work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HCI" title="HCI">HCI</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process"> design process</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20reducing%20education" title=" error reducing education"> error reducing education</a>, <a href="https://publications.waset.org/abstracts/search?q=role-changing%20brainstorming" title=" role-changing brainstorming"> role-changing brainstorming</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title=" assistive technology"> assistive technology</a> </p> <a href="https://publications.waset.org/abstracts/24919/new-hci-design-process-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17372</span> An Essay on Origamic and Isomorphic Approach as Interface of Form in Architectural Basic Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamze%20%20Atay">Gamze Atay</a>, <a href="https://publications.waset.org/abstracts/search?q=Altay%20Colak"> Altay Colak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a fact that today's technology shapes the change and development of architectural forms by creating different perspectives. The research is an experimental study that explores the integration of architectural forms in this process of change/development into design education through traditional design tools. An examination of the practices in the studio environment shows that the students who just started architectural education have difficulty accessing the form. The main objective of this study has been to enable students to use and interpret different disciplines in the design process to improve their perception of form. In this sense, the origami, which is defined as "the art of paper folding", and isomorphous (equally formed) approaches have been used with design studio students at the beginning stage as methods in the process of 3-dimensional thinking and creating the form. These two methods were examined with students in three stages: analysis, creation, and outcome. As a result of the study, it was seen that the use of different disciplines as a method during form creation gave the designs of the student originality, freedom, and dynamism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20form" title="architectural form">architectural form</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20education" title=" design education"> design education</a>, <a href="https://publications.waset.org/abstracts/search?q=isomorphic%20approach" title=" isomorphic approach"> isomorphic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=origamic%20approach" title=" origamic approach"> origamic approach</a> </p> <a href="https://publications.waset.org/abstracts/111155/an-essay-on-origamic-and-isomorphic-approach-as-interface-of-form-in-architectural-basic-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17371</span> Impact of an Instructional Design Model in a Mathematics Game for Enhancing Students’ Motivation in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the biggest reasons of dropouts from schools is lack of motivation and interest among the students, particularly in mathematics. Many developing countries are facing this problem and this issue is lowering the literacy rate in these developing countries. The best solution for increasing motivation level and interest among the students is using tablet game-based learning. However, a pedagogically sound game required a well-planned instructional design model to enhance learner’s attention and confidence otherwise effectiveness of the learning games suffers badly. This research aims to evaluate the impact of the pedagogically sound instructional design model on students’ motivation by using tablet game-based learning. This research was conducted among the out-of-school-students having an age range from 7 to 12 years and the sample size of two hundred students was purposively selected without any gender discrimination. Qualitative research was conducted by using a survey tool named Instructional Material Motivational Survey (IMMS) adapted from Keller Arcs model. A comparison of results from both groups’ i.e. experimental group and control group revealed that motivation level of the students taught by the game was higher than the students instructed by using conventional methodologies. Experimental group’s students were more attentive, confident and satisfied as compared to the control group’s students. This research work not only promoted the trend of digital game-based learning in developing countries but also supported that a pedagogically sound instructional design model utilized in an educational game can increase the motivation level of the students and can make the learning process a totally immersive and interactive fun loving activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20motivation" title=" student’s motivation"> student’s motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design%20model" title=" instructional design model"> instructional design model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a> </p> <a href="https://publications.waset.org/abstracts/84689/impact-of-an-instructional-design-model-in-a-mathematics-game-for-enhancing-students-motivation-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17370</span> Enhancing Student Learning Outcomes Using Engineering Design Process: Case Study in Physics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thien%20Van%20Ngo">Thien Van Ngo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The engineering design process is a systematic approach to solving problems. It involves identifying a problem, brainstorming solutions, prototyping and testing solutions, and evaluating the results. The engineering design process can be used to teach students how to solve problems in a creative and innovative way. The research aim of this study was to investigate the effectiveness of using the engineering design process to enhance student learning outcomes in a physics course. A mixed research method was used in this study. The quantitative data were collected using a pretest-posttest control group design. The qualitative data were collected using semi-structured interviews. The sample was 150 first-year students in the Department of Mechanical Engineering Technology at Cao Thang Technical College in Vietnam in the 2022-2023 school year. The quantitative data were collected using a pretest-posttest control group design. The pretest was administered to both groups at the beginning of the study. The posttest was administered to both groups at the end of the study. The qualitative data were collected using semi-structured interviews with a sample of eight students in the experimental group. The interviews were conducted after the posttest. The quantitative data were analyzed using independent sample T-tests. The qualitative data were analyzed using thematic analysis. The quantitative data showed that students in the experimental group, who were taught using the engineering design process, had significantly higher post-test scores on physics problem-solving than students in the control group, who were taught using the conventional method. The qualitative data showed that students in the experimental group were more motivated and engaged in the learning process than students in the control group. Students in the experimental group also reported that they found the engineering design process to be a more effective way of learning physics. The findings of this study suggest that the engineering design process can be an effective way of enhancing student learning outcomes in physics courses. The engineering design process engages students in the learning process and helps them to develop problem-solving skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20design%20process" title="engineering design process">engineering design process</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving" title=" problem-solving"> problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome%20of%20physics" title=" learning outcome of physics"> learning outcome of physics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20physics%20competencies" title=" students’ physics competencies"> students’ physics competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a> </p> <a href="https://publications.waset.org/abstracts/167371/enhancing-student-learning-outcomes-using-engineering-design-process-case-study-in-physics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17369</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17368</span> Students’ Perceptions of Communication Design in Media: Case Study of Portuguese and Spanish Communication Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F%C3%A1tima%20Gon%C3%A7alves">Fátima Gonçalves</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaquim%20Brigas"> Joaquim Brigas</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Gon%C3%A7alves"> Jorge Gonçalves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proliferation of mobile devices in society enables the media to disseminate information and knowledge more rapidly. Higher education students access these contents and share them with each other, in the most diverse platforms, allowing the ubiquity in access to information. This article presents the results and respective quantitative analysis of a survey applied to communication students of two higher education institutions: one in Portugal and another in Spain. The results show that, in this sample, higher education students regularly access news content believing traditional news sources to be more credible. Regarding online sources, it was verified that the access was mostly to free news contents. This study intends to promote the knowledge about the changes that occur in the relationship of higher education students with the media, characterizing how news consumption is processed by these students, considering the resulting effects of the digital media evolution. It is intended to present not only the news sources they use, but also to know some of their habits and relationship with the news media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%27%20perceptions" title="students' perceptions">students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20design" title=" communication design"> communication design</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20media" title=" mass media"> mass media</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title=" digital media"> digital media</a> </p> <a href="https://publications.waset.org/abstracts/91230/students-perceptions-of-communication-design-in-media-case-study-of-portuguese-and-spanish-communication-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17367</span> Immersed in Design: Using an Immersive Teaching Space to Visualize Design Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Chandler">Lisa Chandler</a>, <a href="https://publications.waset.org/abstracts/search?q=Alistair%20Ward"> Alistair Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A significant component of design pedagogy is the need to foster design thinking in various contexts and to support students in understanding links between educational exercises and their potential application in professional design practice. It is also important that educators provide opportunities for students to engage with new technologies and encourage them to imagine applying their design skills for a range of outcomes. Problem solving is central to design so it is also essential that students understand that there can be multiple solutions to a design brief, and are supported in undertaking creative experimentation to generate imaginative outcomes. This paper presents a case study examining some innovative approaches to addressing these elements of design pedagogy. It investigates the effectiveness of the Immerse Lab, a three wall projection room at the University of the Sunshine Coast, Australia, as a learning context for design practice, for generating ideas and for supporting learning involving the comparative display of design outcomes. The project required first year design students to create a simple graphic design derived from an ordinary object and to incorporate specific design criteria. Utilizing custom-designed software, the students’ solutions were projected together onto the Immerse walls to create a large-scale, immersive grid of images, which was used to compare and contrast various responses to the same problem. The software also enabled individual student designs to be transformed, multiplied and enlarged in multiple ways and prompted discussions around the applicability of the designs in real world contexts. Teams of students interacted with their projected designs, brainstorming imaginative applications for their outcomes. Analysis of 77 anonymous student surveys revealed that the majority of students found: learning in the Immerse Lab to be beneficial; comparative review more effective than in standard tutorial rooms; that the activity generated new ideas; it encouraged students to think differently about their designs; it inspired students to develop their existing designs or create new ones. The project demonstrates that curricula involving immersive spaces can be effective in supporting engaging and relevant design pedagogy and might be utilized in other disciplinary areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20pedagogy" title="design pedagogy">design pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20education" title=" immersive education"> immersive education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-enhanced%20learning" title=" technology-enhanced learning"> technology-enhanced learning</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/49329/immersed-in-design-using-an-immersive-teaching-space-to-visualize-design-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17366</span> Balancing Independence and Guidance: Cultivating Student Agency in Blended Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeo%20Leng%20Leng">Yeo Leng Leng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning, with its combination of online and face-to-face instruction, presents a unique set of challenges and opportunities in terms of cultivating student agency. While it offers flexibility and personalized learning pathways, it also demands a higher degree of self-regulation and motivation from students. This paper presents the design of blended learning in a Chinese lesson and discusses the framework involved. It also talks about the Edtech tools adopted to engage the students. Some of the students’ works will be showcased. A qualitative case study research method was employed in this paper to find out more about students’ learning experiences and to give them a voice. The purpose is to seek improvement in the blended learning design of the Chinese lessons and to encourage students’ self-directed learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20agency" title=" student agency"> student agency</a>, <a href="https://publications.waset.org/abstracts/search?q=ed-tech%20tools" title=" ed-tech tools"> ed-tech tools</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/173762/balancing-independence-and-guidance-cultivating-student-agency-in-blended-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17365</span> Shipboard Power Plant Design as Senior Design Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hesham%20Shaalan">Hesham Shaalan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Senior design projects teach students many important skills. One of the major goals is to prepare students to apply effective problem-solving techniques to a problem that represents a real-world situation. This includes the ability to define the problem, compare alternative solutions, identify the best solution, and design the system. This paper describes the design of a shipboard power plant as a senior project in the Marine Engineering program at the U.S. Merchant Marine Academy. The design project was supervised by faculty members who guided a multidisciplinary group of seniors. The research project was sponsored by the Office of Naval Research. Each group of seniors focused on one of the main design aspects of the project, including the electric power system, nuclear power plant, ship hull design, and economics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20design%20project" title="senior design project">senior design project</a>, <a href="https://publications.waset.org/abstracts/search?q=shipboard%20power%20system" title=" shipboard power system"> shipboard power system</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20engineering" title=" marine engineering"> marine engineering</a> </p> <a href="https://publications.waset.org/abstracts/152524/shipboard-power-plant-design-as-senior-design-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17364</span> Overview on Effectiveness of Learning Contract in Architecture Design Studios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour">Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Sirjani"> Reza Sirjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Nangkuala%20Utaberta"> Nangkuala Utaberta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The avant-garde educational systems are striving to find a life long learning methods. Different fields and majors have test variety of proposed models, and found their difficulties and strengths. Architecture as a critical stage of education due to its characteristics which are learning by doing and critique based education and evaluation is out of this study procedure. Learning contracts is a new alternative form of evaluation of students’ achievements, while it acts as agreement about learning goals. Obtained results from studies in different fields which confirm its positive impact on students' learning in those fields and positively affected students' motivation and confidence in meeting their own learning needs, prompted us to implement this model in architecture design studio. In this implemented contract to the studio, students were asked to use the existing possibility of contract to have self assessment and examine their professional development to identify whether they are deficient or they would like to develop more expertise. The evidences of this research as well indicate that students feel positive about the learning contract and see it accommodating their individual learning needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contract%20%28LC%29" title="contract (LC)">contract (LC)</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture%20design%20studio" title=" architecture design studio"> architecture design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a> </p> <a href="https://publications.waset.org/abstracts/3628/overview-on-effectiveness-of-learning-contract-in-architecture-design-studios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17363</span> The Application of Mapping, Practicing, Using Strategy with Instructional Materials Based on the School Curriculum toward the English Achievement of Indonesian EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English proficiency of Indonesian secondary school students is below standard. The low proficiency may come from poor teaching materials that do not meet the students’ need. The main objective for English teachers is to improve the English proficiency of the students. The purpose of this study is to explore the application Mapping, Practicing, Using (MPU) strategy with Instructional Materials Based on the School Curriculum toward the English achievement of Indonesian EFL Students. This paper is part my dissertation entitles 'Designing instructional materials for secondary school students based on the school curriculum' consisting of need analysis, design, development, implementation, and evaluation; this paper discusses need analysis and creates a model of creating instructional materials through deep discussion among teachers of secondary schools. The subject consisted of six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. Pretest and posttest design were administered to see the effectiveness of the MPU strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. The result indicates that the MPU strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students. Both teachers and students argue that the presented instructional materials are effective to be used in the teaching and learning process to increase the English proficiency of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proficiency" title="proficiency">proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20secondary%20school%20students" title=" English for secondary school students"> English for secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/44027/the-application-of-mapping-practicing-using-strategy-with-instructional-materials-based-on-the-school-curriculum-toward-the-english-achievement-of-indonesian-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17362</span> Pitfalls and Drawbacks in Visual Modelling of Learning Knowledge by Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatyana%20Gavrilova">Tatyana Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Vadim%20Onufriev"> Vadim Onufriev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge-based systems’ design requires the developer’s owning the advanced analytical skills. The efficient development of that skills within university courses needs a deep understanding of main pitfalls and drawbacks, which students usually make during their analytical work in form of visual modeling. Thus, it was necessary to hold an analysis of 5-th year students’ learning exercises within courses of 'Intelligent systems' and 'Knowledge engineering' in Saint-Petersburg Polytechnic University. The analysis shows that both lack of system thinking skills and methodological mistakes in course design cause the errors that are discussed in the paper. The conclusion contains an exploration of the issues and topics necessary and sufficient for the implementation of the improved practices in educational design for future curricula of teaching programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20based%20systems" title="knowledge based systems">knowledge based systems</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20engineering" title=" knowledge engineering"> knowledge engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20errors" title=" students’ errors"> students’ errors</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20modeling" title=" visual modeling"> visual modeling</a> </p> <a href="https://publications.waset.org/abstracts/67392/pitfalls-and-drawbacks-in-visual-modelling-of-learning-knowledge-by-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17361</span> Using Design Sprint For Software Engineering Undergraduate Student Projects: A Method Paper</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sobhani%20U.%20Pilapitiya">Sobhani U. Pilapitiya</a>, <a href="https://publications.waset.org/abstracts/search?q=Tharanga%20Peiris"> Tharanga Peiris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software Engineering curriculums generally consist of industry-based practices such as project-based learning (PBL) which mainly focuses on efficient and innovative product development. These approaches can be tailored and used in project-based modules in software engineering curriculums. However, there are very limited attempts in the area especially related to the Sri Lankan context. This paper describes a tailored pedagogical approach and its results of using design sprint which can be used for project-based modules in SE curriculums. A controlled group of second-year software engineering students was selected for the study. The study results indicate that 100% of students agreed that the Design Sprint approach is effective in group-based projects and 83% of students stated that it minimized the re-work compared to traditional project approaches. The tailored process was effective, easy to implement and produced desired results at the end of the session while providing students an enjoyable experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20sprint" title="design sprint">design sprint</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a> </p> <a href="https://publications.waset.org/abstracts/138995/using-design-sprint-for-software-engineering-undergraduate-student-projects-a-method-paper" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17360</span> The Design of the Questionnaire of Attitudes in Physics Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Merlo">Ricardo Merlo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attitude is a hypothetical construct that can be significantly measured to know the favorable or unfavorable predisposition that students have towards the teaching of sciences such as Physics. Although the state-of-the-art attitude test used in Physics teaching indicated different design and validation models in different groups of students, the analysis of the weight given to each dimension that supported the attitude was scarcely evaluated. Then, in this work, a methodology of attitude questionnaire construction process was proposed that allowed the teacher to design and validate the measurement instrument for different subjects of Physics at the university level developed in the classroom according to the weight considered to the affective, knowledge, and behavioural dimensions. Finally, questionnaire models were tested for the case of incoming university students, achieving significant results in the improvement of Physics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/182105/the-design-of-the-questionnaire-of-attitudes-in-physics-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17359</span> Exposure to Violence and Its Association with Mental Health in Swedish Prospective Exchange Students and Campus Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emil%20Danehorn">Emil Danehorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulla%20Peterson"> Ulla Peterson</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie%20Oscarsson"> Marie Oscarsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Goldina%20Smirthwaite"> Goldina Smirthwaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarina%20Swahnberg"> Katarina Swahnberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Swedish students who choose to study abroad are common, but there has been limited research on exchange students. There are indications that some Swedish exchange students have been exposed to violence, but it is not known if they, already before their semester abroad, are more exposed to violence than students who remain on campus. Our aim was to investigate potential differences in exposure to physical, sexual, and emotional violence between prospective exchange students and campus students and between male and female students in general, as well as to determine any associations between mental health and exposure to violence among students in the total sample. Method: Comparative cross-sectional design using an online survey containing the NorVold Abuse Questionnaire and the General Health Questionnaire 12. A total of 565 participants took part in the study. Results: Prospective exchange students were less exposed to emotional violence compared to campus students. About one-half of all the participating female students had been exposed to sexual violence and about one-third of all the male students had been exposed to physical violence. The results also indicated that exposure to more than one form of violence was associated with poor mental health for students as a group. Conclusion: Prospective exchange students as a group do not report more exposure to physical and sexual violence than campus students but do report less exposure to emotional violence. However, the overall frequency of exposure to violence among the students was high. This highlights the need for proactive efforts for everyone, not least for exchange students who will be staying in a new environment unknown to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title="sexual violence">sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20violence" title=" physical violence"> physical violence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20violence" title=" emotional violence"> emotional violence</a>, <a href="https://publications.waset.org/abstracts/search?q=exchange%20students" title=" exchange students"> exchange students</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/150265/exposure-to-violence-and-its-association-with-mental-health-in-swedish-prospective-exchange-students-and-campus-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17358</span> Effect of Problem Based Learning (PBL) Activities to Thai Undergraduate Student Teachers Attitude and Their Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanawit%20Tongmai">Thanawit Tongmai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chatchawan%20Saewor"> Chatchawan Saewor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning management is very important for students’ development. To promote students’ potential, the teacher should design appropriate learning activity that brings their students potential out. Problem based learning has been using worldwide and it has presented numerous of success. This research aims to study third year students’ attitude and their achievement in scientific research course. To find the results, mix method was used to design research conduction. The researcher used PBL and reflection activity in the class. The students had to choose a topic, reviewed information, designed experimental, wrote academic report and presented their research by themselves. The researcher was only a facilitator. Reflection activity was used to progressing and consulting their research. The data was collected along with research conduction by questionnaire and test, including attitude, opinion and their achievement. The result of this study showed that 74.71% from all of students (n = 87) benefited from PBL and reflection activity, while 25.19% were just satisfied. 100% of students had a positive reflection toward PBL activity and they believed that PBL was the best pedagogy method for scientific research course. The achievements of these students were higher than the previous study (P < 0.05). The student’s learning achievement, A, B+ and B, was 48.28, 28.74 and 22.98% respectively. Therefore, it can conclude that PBL activity is appropriate for scientific research course and it can also promote student’s achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a> </p> <a href="https://publications.waset.org/abstracts/42542/effect-of-problem-based-learning-pbl-activities-to-thai-undergraduate-student-teachers-attitude-and-their-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17357</span> Social and Peer Influences in College Choice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Bhayani">Ali Bhayani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College is a high involvement decision making where students are expected to evaluate several college offerings before selecting a college or a course to study. However, even in high involvement product like college, students get influenced by opinion leaders and suffer from social contagion. This narrative style study, involving 98 first year students, was able to demonstrate that social contagion differs with regards to gender, ethnicity and personality. Recommendations from students with academically strong background would impact on the college choice of the undergraduate students and limit information search. Study was able to identify the incidence of anchoring heuristics amongst the students. Managerial implications with regards to design of marketing campaign follows at the end of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20contagion" title="social contagion">social contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20leaders" title=" opinion leaders"> opinion leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title=" consumer behavior"> consumer behavior</a> </p> <a href="https://publications.waset.org/abstracts/30202/social-and-peer-influences-in-college-choice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17356</span> Violence and Unintentional Injuries among Secondary School Students in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malakeh%20Zuhdi%20Malak">Malakeh Zuhdi Malak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Taher%20Kalaldeh"> Mahmoud Taher Kalaldeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Jordan, no available data exists regarding violence and unintentional injuries among secondary school students aged 15-19 years. The purpose of this study was to assess the violence and unintentional injuries among those students, and to compare these two behaviors between male and female students. A descriptive cross-sectional design was carried out on randomly selected eight comprehensive secondary schools (four schools for females and four schools for males) from the public school educational directorate located in Amman. A modified Arabic version of the General School Health Survey questionnaire was used to measure violence and unintentional injuries. A sample of 750 secondary school students was studied. The findings showed that 26.8 % of students had been physically attacked. Overall, 43.3 % of students had been involved in a physical fight and 20.1% of them had been bullied. Overall, 45.3% of students were seriously injured. There was a difference between male and female students regarding to physical attack, physical fight, and serious injuries. In conclusion, it is necessary to develop effective training program in life skills for students that functions to reduce risk-taking behaviors that often leading to violence and unintentional injuries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title="secondary school students">secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=unintentional%20injuries" title=" unintentional injuries"> unintentional injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a> </p> <a href="https://publications.waset.org/abstracts/26417/violence-and-unintentional-injuries-among-secondary-school-students-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26417.pdf" 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