This paper is concerned with how design can add value to the traditional and historical Way of Santiago, identifying design needs and problems that give rise to innovative solutions. The main objective of the research was to develop new products, environments or services that contribute to enhancing the Way of Santiago so that it can be followed with greater safety, comfort, efficiency and pleasure by pilgrims and tourists. The project encouraged master students and designers to build a critical reflection on the knowledge obtained, through a survey, fieldwork, interpersonal contacts and bibliographic review, in order to identify design problems or opportunities for the emergence of new solutions appropriate to the context and user needs. The teaching-learning dynamics was based on the Studio-Based Learning model. The project work resulted in a set of new solutions for the problems identified, to respond to users' functional needs and socio-cultural interactions, the use of artifacts, emotional aspects, habits and behaviors associated with the project context.
{"title":"Human-Centered Design on the Ways to Santiago de Compostela: New Artefacts for their Sustainability","authors":"Luís Mota, J. Martins, Rui Cavaleiro","doi":"10.54941/ahfe1001423","DOIUrl":"https://doi.org/10.54941/ahfe1001423","url":null,"abstract":"This paper is concerned with how design can add value to the traditional and historical Way of Santiago, identifying design needs and problems that give rise to innovative solutions. The main objective of the research was to develop new products, environments or services that contribute to enhancing the Way of Santiago so that it can be followed with greater safety, comfort, efficiency and pleasure by pilgrims and tourists. The project encouraged master students and designers to build a critical reflection on the knowledge obtained, through a survey, fieldwork, interpersonal contacts and bibliographic review, in order to identify design problems or opportunities for the emergence of new solutions appropriate to the context and user needs. The teaching-learning dynamics was based on the Studio-Based Learning model. The project work resulted in a set of new solutions for the problems identified, to respond to users' functional needs and socio-cultural interactions, the use of artifacts, emotional aspects, habits and behaviors associated with the project context.","PeriodicalId":308830,"journal":{"name":"Human Dynamics and Design for the Development of Contemporary Societies","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127874020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Neves, Hande Ayanoglu, Eduardo Gonçalves, Diana Dias, E. Duarte
An increasing adoption of Immersive Virtual Reality (iVR) based solutions can be observed in higher education and in design education particularly, namely in the teaching and learning the design fundamentals, usually referred to as Basic Design (BD). Research on this subject focuses mainly the overall potential of this technology for developing new pedagogical tools for teaching, being scarce regarding the understanding of the students' expectations about the adoption of such technology, which is essential in a Human-Centred Design (HCD) approach. The main objective of this study was to understand students' familiarity and expectations regarding the use of iVR for teaching-learning BD. An online questionnaire assessed the students’ perception concerning: i) the difficulties related to the learning of the design fundamentals; ii) the suitability of the used digital technology; iii) and the receptivity/expectations to use iVR-based tools in the teaching-learning process. The results suggest that the students perceive the iVR-based tools as important and motivating for the learning process, being expected to assist the learning of all the BD-related content topics. Moreover, it is noteworthy that the most difficult content to learn appears to be 3D form, which iVR-based technologies are widely believed to aid in mastering. It is expected that the findings can support the development of learning activities assisted by iVR-based tools, more likely to meet the expectations of future students, thus contributing to engaging teaching-learning experiences and improved learning results.
{"title":"Anticipating the Impact of Virtual Reality for Learning the Design Fundamentals: Students’ Perceptions and Perspectives","authors":"Ana Neves, Hande Ayanoglu, Eduardo Gonçalves, Diana Dias, E. Duarte","doi":"10.54941/ahfe1001404","DOIUrl":"https://doi.org/10.54941/ahfe1001404","url":null,"abstract":"An increasing adoption of Immersive Virtual Reality (iVR) based solutions can be observed in higher education and in design education particularly, namely in the teaching and learning the design fundamentals, usually referred to as Basic Design (BD). Research on this subject focuses mainly the overall potential of this technology for developing new pedagogical tools for teaching, being scarce regarding the understanding of the students' expectations about the adoption of such technology, which is essential in a Human-Centred Design (HCD) approach. The main objective of this study was to understand students' familiarity and expectations regarding the use of iVR for teaching-learning BD. An online questionnaire assessed the students’ perception concerning: i) the difficulties related to the learning of the design fundamentals; ii) the suitability of the used digital technology; iii) and the receptivity/expectations to use iVR-based tools in the teaching-learning process. The results suggest that the students perceive the iVR-based tools as important and motivating for the learning process, being expected to assist the learning of all the BD-related content topics. Moreover, it is noteworthy that the most difficult content to learn appears to be 3D form, which iVR-based technologies are widely believed to aid in mastering. It is expected that the findings can support the development of learning activities assisted by iVR-based tools, more likely to meet the expectations of future students, thus contributing to engaging teaching-learning experiences and improved learning results.","PeriodicalId":308830,"journal":{"name":"Human Dynamics and Design for the Development of Contemporary Societies","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129269031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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