This research addresses the theoretical approach to immersive learning for basic design education. The reason for bridging the gap between basic design and technology is twofold: to answer the educational needs of transformation from visual communication to multisensory, and at the trend of constructivist learning to involve the student as contributor. As a teaching method not frequently discussed within art and design, immersive learning provides a new entry point for the technological solutions for teaching. Basic design is both the starting point and the main research objective, not only as it is a fundamental means of building design capability, also since it deals with abstract design principles, which leads to broader teaching and learning discussion based on cognitive immersion. The present work is based on the re-definition of literature concepts and broad secondary research among case studies. The main research questions addressed are: - How to realize cognitive immersion? - How to teach basic design within an immersive learning environment (both spatial and online)? To answer these questions, the thesis approaches in both the theoretical learning framework and practical teaching tools. The main contributions include three parts: The redefining of essential concepts; the three-dimensional framework to achieve immersion, and at last, a practical tool to support the teaching activity within VLE. Within, four typologies of immersion (passive sensory, exploration-based, knowledge-based, user-contributed) and two in-class teaching and learning models (behavior correction and free exploration) are categorized and established. To actually serve as a teaching tool, the research also approaches the concept design of a web-based project, to visualize the course framing process for instructors and users. At last, as a derivative of the original framework, also as the answer to the potential of distance learning by the impact of COVID-19 pandemic, the last part of the research makes assumptions about immersive learning online. Through classifying and analyzing related online tools, the immersive framework is discussed as new means to support both synchronous and asynchronous learning. Since this part of research is still in its preliminary stage, only suggestions are given for future work and study.
Questa ricerca studia l'apprendimento immersivo per il basic design. La ragione per colmare il divario tra basic design e tecnologia è duplice: da un lato rispondere ai bisogni educativi nel passaggio dalla comunicazione visiva alla multisensorialità e alla sinestesia; dall’altro all’approccio dell'apprendimento costruttivista a coinvolgere attivamente lo studente. L'apprendimento immersivo fornisce una nuova chiave di lettura alle soluzioni tecnologiche per l In questo contesto il basic design è sia il punto di partenza sia obiettivo principale della ricerca, non solo perché fondamentale per costruire lecapacità di progettazione, ma anche perché si applica principi di astrazione alla concretezza del design, il che comporta una discussione più ampia dell’insegnamento e dell’apprendimento basati sull'immersione cognitiva. Il presente lavoro si basa sulla ridefinizione dei concetti affrontati nelle pubblicazioni scientifiche e su un'ampia ricerca secondaria tra i casi di studio. Le principali domande di ricerca affrontate sono: - Come si realizza un'immersione cognitiva? - Come si insegna il basic design in un ambiente di apprendimento immersivo (sia in ambiente fisico, sia a distanza)? Per rispondere a queste domande, la tesi considera sia il quadro di apprendimento teorico, sia gli strumenti di insegnamento pratico. I contributi principali includono tre parti: la ridefinizione dei concetti essenziali, l’ambiente tridimensionale per raggiungere l'immersione e, infine, uno strumento pratico per sostenere l'attività didattica all'interno del VLE (Virtual Learnng Environment). In quest'ambito, sono classificate e definite quattro tipologie di immersione (1. passiva sensoriale, 2. basata sull'esplorazione, 3. basata sulla conoscenza, 4. con la partecipazione dell'utente) e due modelli di insegnamento/apprendimento in classe (correzione delle azioni e libera esplorazione). Per supportare concretamente l’insegnamento, e porsi come utile strumento, la ricerca si accosta anche al concept design di un progetto basato sul web, al fine di visualizzare il processo di inquadramento del corso, rivolto a docenti e studenti. Infine, come derivazione del framework iniziale, anche in risposta alle potenzialità della formazione a distanza, a seguito degli effetti della pandemia COVID-19, l'ultima parte della ricerca formula ipotesi sull'apprendimento immersivo online. Attraverso la classificazione e l'analisi degli strumenti online correlati, il quadro immersivo è discusso come un nuovo mezzo per supportare l'apprendimento sincrono e asincrono. Questa parte della ricerca è ancora in fase preliminare, intende pertanto fornire solo suggerimenti per futuri sviluppi.
Immersive learning for basic design: an innovative approach based on sensory and narrative
Liu, Yuan
2020/2021
Abstract
This research addresses the theoretical approach to immersive learning for basic design education. The reason for bridging the gap between basic design and technology is twofold: to answer the educational needs of transformation from visual communication to multisensory, and at the trend of constructivist learning to involve the student as contributor. As a teaching method not frequently discussed within art and design, immersive learning provides a new entry point for the technological solutions for teaching. Basic design is both the starting point and the main research objective, not only as it is a fundamental means of building design capability, also since it deals with abstract design principles, which leads to broader teaching and learning discussion based on cognitive immersion. The present work is based on the re-definition of literature concepts and broad secondary research among case studies. The main research questions addressed are: - How to realize cognitive immersion? - How to teach basic design within an immersive learning environment (both spatial and online)? To answer these questions, the thesis approaches in both the theoretical learning framework and practical teaching tools. The main contributions include three parts: The redefining of essential concepts; the three-dimensional framework to achieve immersion, and at last, a practical tool to support the teaching activity within VLE. Within, four typologies of immersion (passive sensory, exploration-based, knowledge-based, user-contributed) and two in-class teaching and learning models (behavior correction and free exploration) are categorized and established. To actually serve as a teaching tool, the research also approaches the concept design of a web-based project, to visualize the course framing process for instructors and users. At last, as a derivative of the original framework, also as the answer to the potential of distance learning by the impact of COVID-19 pandemic, the last part of the research makes assumptions about immersive learning online. Through classifying and analyzing related online tools, the immersive framework is discussed as new means to support both synchronous and asynchronous learning. Since this part of research is still in its preliminary stage, only suggestions are given for future work and study.File | Dimensione | Formato | |
---|---|---|---|
Thesis_LIU.pdf
non accessibile
Descrizione: This research addresses the theoretical approach to immersive learning for basic design education. The reason for bridging the gap between basic design and technology is twofold: to answer the educational needs of transformation from visual communication to multisensory, and at the trend of constructivist learning to involve the student as contributor. As a teaching method not frequently discussed within art and design, immersive learning provides a new entry point for the technological solutions for teaching. Basic design is both the starting point and the main research objective, not only as it is a fundamental means of building design capability, also since it deals with abstract design principles, which leads to broader teaching and learning discussion based on cognitive immersion.
Dimensione
13.76 MB
Formato
Adobe PDF
|
13.76 MB | Adobe PDF | Visualizza/Apri |
I documenti in POLITesi sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/10589/170612