TY - GEN
T1 - Perceptions of Digital Fabrication in Design Education
T2 - NordDesign 2022: How Product and Manufacturing Design Enable Sustainable Companies and Societies
AU - Georgiev, Georgi V.
AU - Nanjappan, Vijayakumar
AU - Casakin, Hernan
AU - Soomro, Sohail Ahmed
AU - Milara, Iván Sánchez
N1 - Publisher Copyright:
© Proceedings of NordDesign 2022: How Product and Manufacturing Design Enable Sustainable Companies and Societies.
PY - 2022
Y1 - 2022
N2 - Education in digital fabrication design is characterized by a dynamic project-based learning environment, where ideas are materialized into prototypes. This environment affects the way design activities are conducted, the content that is learned, and the types of outcomes. However, existing research into digital fabrication curricula focuses on the outcomes produced by students. Not much is known about students’ thoughts and beliefs regarding their learning. To gain insight into this learning experience, we investigated the self-perceptions of students in a digital fabrication course. The course targets first-year university students and was delivered in a hybrid online and in-person mode. It is designed to prepare students to create simple interactive physical prototypes using mechanical, electrical, and software components. In this study we delivered two surveys, one at the beginning of the course and the other at the end of the course. Four psychological measures were investigated, including self-perceived skills, confidence, motivation, and enjoyment, each represented by five technological dimensions. These five dimensions were 2D and 3D design, electronics, programming, and the use of tools and devices in digital fabrication. We found that while students’ skills and confidence in performing a variety of digital fabrication activities significantly increased, motivation and enjoyment were unchanged or, in some cases decreased. Moreover, a positive correlation was observed between perceived skills and performance in the course. Self-reported skills and confidence were related at the end of the course, as were enjoyment and motivation. The results also showed that enjoyment and motivation were not associated with course performance. Intervention programs in higher education aimed at digital fabrication courses in design may benefit from considering the findings of the study. Important aspects to consider in future learning interventions are various ways to increase course motivation without sacrificing skill development.
AB - Education in digital fabrication design is characterized by a dynamic project-based learning environment, where ideas are materialized into prototypes. This environment affects the way design activities are conducted, the content that is learned, and the types of outcomes. However, existing research into digital fabrication curricula focuses on the outcomes produced by students. Not much is known about students’ thoughts and beliefs regarding their learning. To gain insight into this learning experience, we investigated the self-perceptions of students in a digital fabrication course. The course targets first-year university students and was delivered in a hybrid online and in-person mode. It is designed to prepare students to create simple interactive physical prototypes using mechanical, electrical, and software components. In this study we delivered two surveys, one at the beginning of the course and the other at the end of the course. Four psychological measures were investigated, including self-perceived skills, confidence, motivation, and enjoyment, each represented by five technological dimensions. These five dimensions were 2D and 3D design, electronics, programming, and the use of tools and devices in digital fabrication. We found that while students’ skills and confidence in performing a variety of digital fabrication activities significantly increased, motivation and enjoyment were unchanged or, in some cases decreased. Moreover, a positive correlation was observed between perceived skills and performance in the course. Self-reported skills and confidence were related at the end of the course, as were enjoyment and motivation. The results also showed that enjoyment and motivation were not associated with course performance. Intervention programs in higher education aimed at digital fabrication courses in design may benefit from considering the findings of the study. Important aspects to consider in future learning interventions are various ways to increase course motivation without sacrificing skill development.
KW - FabLab
KW - design cognition
KW - design education
KW - digital fabrication
KW - prototyping
UR - https://www.scopus.com/pages/publications/85142905199
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AN - SCOPUS:85142905199
T3 - Proceedings of NordDesign 2022: How Product and Manufacturing Design Enable Sustainable Companies and Societies
BT - Proceedings of NordDesign 2022
A2 - Mortensen, N.H.
A2 - Hansen, C.T.
A2 - Deininger, M.
Y2 - 16 August 2022 through 18 August 2022
ER -