International Journal of Technology and Design Education最新文献

The global trends related to the concept of Metaverse in architecture have significantly expanded in recent years, thanks to the increasing number of scientific publications. Systematically examining the literature on this topic and identifying research trends and potential directions provides comprehensive data maps, thus charting a roadmap for researchers interested in working in this field. In this context, the research aims to identify the trends and tendencies of the concept of the Metaverse in the scientific literature over time at the primary analysis levels, such as countries, institutions, resources, articles, authors, and research topics. The research conducted with this aim involves a dynamic, visual, and systematic examination of the academic literature on academic publishing using data accessed without year limitations from the Web of Science Core Collection-Citation database. In the research conducted without year limitations, a sample comprising 334 articles published/planned to be published between 2005 and 2024 is analyzed. The bibliometrix R-Tool was used to enhance the analysis, and metadata was obtained from the WoS database. This analysis analyzed publications, citations, and information sources, including the most published journals, the most used keywords, the most cited and leading articles, the most cited academics, and the most contributing institutions and countries. In conclusion, this study aims to define the profile of international academic publishing in the field of the Metaverse, present its development, identify research fronts, detect emerging trends, and uncover the working themes and trends in the Metaverse specific to architecture. This study describes the profile of international academic publishing on the metaverse, presents its development, identifies research frontiers, identifies emerging trends, and reveals metaverse study themes and trends in architecture. As a result, education, virtual perception of space, building operation and maintenance, building evacuation, BIM (Building Information Modeling), cultural heritage, physical environment, built environment/planning, smart home, design and creativity, universal design/accessibility, sustainability, smart city/GIS, urban transportation systems, and in-use evaluation are identified as themes that have been studied in relation to the metaverse concept in architecture and design disciplines.

Undergraduate engineering students are commonly introduced to design in their first year and tackle a more authentic design challenge during senior year, with intervening courses focused on technical problem solving. Along this trajectory, students should acquire skills related to the development of engineering requirements, which are important to the technical framing of design problems. Through the lens of framing agency, this mixed-methods study explores first-year and senior students' knowledge of engineering requirements as they engaged problems within their respective courses. Findings suggest that learning about requirements as a framing mechanism was not well-supported across the curriculum. Implications include a need to engage students in requirements development during the middle years and improve support for iterative framing and solving activities.

Design education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

It has been acknowledged that global challenges are in the way of delivering responsible innovation, as reflected in the Sustainable Development Goals – a set of strategic objectives formulated by the United Nations General Assembly, to promote environmentally, societally, and economically-sustainable development. Design higher education has an important role to play in equipping the next generation of professionals with knowledge and skills for tackling pressing system-level challenges. Sustainable design research and ways of integrating emerging technologies in future design higher education curricula have, separately, attracted significant interest in recent years. However, comparatively little effort has concentrated on the role that a broader range of technologies can play in shaping the design higher education provision with system-level sustainability challenges in mind. This article presents an analysis of 180 Design MSc dissertation projects, implemented at a UK higher education institution between 2019 and 2022, focusing on research challenges of societal and industrial relevance. The data set includes a mapping of dissertation projects to relevant technologies, industry sectors, and Sustainable Development Goals. Data analysis suggests a balanced distribution of projects across a range of sustainability goals, although under-represented thematic areas have also been highlighted. The methods adopted for this study, based on a systematic study of relational patterns reflecting associations of dissertation projects with technologies, industry sectors, and sustainability goals, provide a blueprint for future data-driven research on the role played by technologies within student projects in design higher education, with an emphasis on their relevance to sustainable innovation challenges.

This research paper presents the second in a series of case studies on teaching technology education within a Canadian context. Specifically, this paper will discuss what is helping and hindering the teaching of technology education and skilled trades at the secondary level (grades 10–12) in relation to a previous intermediate level (grades 7–9) case study.

In the previous research intermediate technology education was found to be marginalized in relation to other areas of the general curriculum within the Canadian context. As such, this research study sought to understand if marginalization and other related themes were present at the secondary level. The Technology Education Teaching Framework (TETF) which emphasises the role of teacher experience, professional development, and leadership was used as the primary lens of inquiry.

A qualitative case study methodology framed this study. Data were collected via an online questionnaire, semi-structured interviews, and classroom observations from a purposeful typical case sample of Canadian technology education and skilled trades teachers. Two cycle coding was used in conjunction with thematic analysis to analyze and interpret the data.

Secondary technology education and skilled trades teachers share similar beliefs and pedagogical practices as their intermediate counterparts. Themes of professionalism and systemic marginalization emerged as helping and hindering teachers’ efforts. However, at this level there was an identified tension between the values associated with the technology education and skilled trades curricula. Moving forward, raising the profile of technology education is framed within the potential transferability of local strategies and solutions to other jurisdictions with similar circumstances.

Engaging students in hands-on engineering design-based instruction as called for in national science, and technology and engineering (T&E) education standards in the United States (U.S.) poses inherent hazards and risks that science, technology, engineering, and mathematics (STEM) educators must be adequately prepared to address. Helping students develop safer habits while creating solutions to design challenges can translate to practices they will implement at home, in post-secondary education programs, and in the workplace. This study analyzed responses from 117 P-12 educators delivering hands-on engineering design-based STEM instruction in the U.S. Certain protective factors (e.g., safety training) were found to be significantly associated with reducing the odds of an accident; however, when controlling for course enrollment sizes, the odds of an accident significantly increased. Logistic regression models demonstrated that STEM courses with enrollments of 24 or fewer students had an 87.5% reduction in the odds of an accident occurring. Courses with enrollments surpassing 24 students were 8 times more like to have had an accident, and courses with more than 30 students were 21 times more likely to have had an accident occurrence within the past five years. The findings from this study provide insight about the importance of occupancy load and overcrowding in hands-on engineering design-based STEM courses. STEM educators can utilize the results from this study to make informed decisions about addressing significant risk and protective factors associated with accident occurrences. Most importantly, this study has implications for improving safety policies and changing legal precedent related to overcrowding and course enrollment sizes in P-12 STEM courses, which the analyses in this study suggest should help reduce accident occurrences.