In the context of Chinese education, the importance of developing students’ self-directed learning skills has become increasingly significant. At the micro-level, self-directed learning skills can help adolescents avoid the distractions of external information, enhance self-awareness, and learn proactively. At the macro level, the goals and visions of education require everyone to have certain self-directed learning abilities to enable lifelong learning and borderless learning. This study starts from the mechanism and methodological pathway of cultivating self-directed learning ability and targets adolescents aged 12-16. The purpose is to help them better develop self-directed learning skills so that they can maintain good learning habits in the future and find the right path for their development and lifelong learning. Thus, it will promote learning in the whole society and meet the needs of society for diversified talents. The research is divided into four main sessions: 1) The study of the mechanism of self-directed learning ability cultivation in pedagogy. The methodological basis that can be effective in the design of product-service systems is clarified. 2) The study of the characteristics of Chinese adolescents aged 12-16. Semi-structured interviews were conducted with six adolescents, after which they were asked to test existing self-directed learning cultivation tools. The data were analyzed to derive their pain points, needs, and expectations, and to define the stakeholders associated with the adolescents. 3) The study of Physiological signal technologies for students’ learning states. Starting from the neurological mechanisms of long-term potentiation (LTP) and long-term depression (LTD) on learning and memory, it was determined that the detection of students’ attentiveness can be used as a measure of students’ learning status and outcomes, and the related Biofeedback technologies such as Electroencephalography (EEG), Eye-tracking, Respiratory pattern detection, and Facial detection were investigated. 4) Case studies of existing learning or education-related products on the market. Possible interventions including wearable products, robots, and online applications were identified. After integrating the research, I defined three future design visions for the learning community, including Human-machine symbiosis learning, Robot socially-assisted learning, and Lifelong learning partner. Then I designed product-service systems to match the three visions. The design and application of the self-directed learning capability cultivation mechanism makes learning no longer bounded by time and space, and the future of education can be better developed at both individual and social levels.
Nel contesto dell’istruzione cinese, lo sviluppo delle capacità di apprendimento auto-diretto degli studenti è diventato sempre più importante. Ad un livello micro, le capacità di apprendimento autonomo possono aiutare gli adolescenti a evitare le distrazioni delle informazioni esterne, a migliorare la consapevolezza di sé e ad apprendere in modo proattivo. A un livello macro, gli obiettivi e le visioni dell’istruzione richiedono che tutti abbiano determinate abilità di apprendimento auto-diretto per consentire l’apprendimento permanente e l’apprendimento senza confini. Questo studio parte dal meccanismo e dal percorso metodologico della coltivazione della capacità di apprendimento auto-diretto e si rivolge agli adolescenti di età compresa tra i 12 e i 16 anni. Lo scopo è quello di aiutarli a sviluppare meglio le capacità di apprendimento auto-diretto, in modo che possano mantenere buone abitudini di apprendimento in futuro e trovare le strade giuste per il loro sviluppo e fargli apprendere permanente. In questo modo, si promuoverà atmosfera dell’apprendimento nell’intera società e si risponderà alle esigenze della società di avere talenti diversificati. La ricerca è suddivisa in quattro sessioni principali: 1) Lo studio del meccanismo di coltivazione della capacità di apprendimento auto-diretto nella pedagogia. Viene chiarita la base metodologica che può essere efficace nella progettazione di sistemi prodotto-servizio. 2) Studio delle caratteristiche degli adolescenti cinesi di età compresa tra i 12 e i 16 anni. Sono state condotte interviste semi-strutturate con sei adolescenti, dopo le quali è stato chiesto loro di testare gli strumenti esistenti per la coltivazione dell’apprendimento auto-diretto. I dati sono stati analizzati per ricavare i loro punti dolenti, i bisogni e le aspettative e per definire gli stakeholder associati agli adolescenti. 3) Lo studio delle tecnologie dei segnali fisiologici per gli stati di apprendimento degli studenti. Partendo dai meccanismi neurologici del potenziamento a lungo termine (LTP) e della depressione a lungo termine (LTD) sull’apprendimento e sulla memoria, è stato determinato che il rilevamento dell’attenzione degli studenti può essere utilizzato come misura dello stato e dei risultati dell’apprendimento degli studenti, e sono state studiate le relative tecnologie di biofeedback, come l’elettroencefalogramma (EEG), il tracciamento degli occhi, il rilevamento dei modelli respiratori e il rilevamento facciale. 4) Casi di studio di prodotti esistenti sul mercato legati all’apprendimento o all’istruzione. Sono stati individuati possibili interventi, tra cui prodotti indossabili, robot e applicazioni online. Dopo aver integrato la ricerca, ho definito tre visioni progettuali future per la comunità di apprendimento, tra cui l’apprendimento in simbiosi uomo-macchina, l’apprendimento assistito da robot e il partner per l’apprendimento permanente. Ho progettato un sistema di servizi che corrispondesse alle tre visioni e ho proposto linee guida di progettazione per aiutare i futuri progettisti, gli insegnanti, le aziende e chiunque abbia a cuore l’istruzione. La progettazione e l’applicazione del meccanismo di coltivazione delle capacità di apprendimento auto-diretto fanno sì che l’apprendimento non sia più vincolato dal tempo e dallo spazio e che il futuro dell’istruzione possa essere sviluppato meglio sia a livello individuale che sociale.
Exploring design future vision : a product-service system for self-directed learning cultivation of Chinese adolescents
Zhao, Wanying
2021/2022
Abstract
In the context of Chinese education, the importance of developing students’ self-directed learning skills has become increasingly significant. At the micro-level, self-directed learning skills can help adolescents avoid the distractions of external information, enhance self-awareness, and learn proactively. At the macro level, the goals and visions of education require everyone to have certain self-directed learning abilities to enable lifelong learning and borderless learning. This study starts from the mechanism and methodological pathway of cultivating self-directed learning ability and targets adolescents aged 12-16. The purpose is to help them better develop self-directed learning skills so that they can maintain good learning habits in the future and find the right path for their development and lifelong learning. Thus, it will promote learning in the whole society and meet the needs of society for diversified talents. The research is divided into four main sessions: 1) The study of the mechanism of self-directed learning ability cultivation in pedagogy. The methodological basis that can be effective in the design of product-service systems is clarified. 2) The study of the characteristics of Chinese adolescents aged 12-16. Semi-structured interviews were conducted with six adolescents, after which they were asked to test existing self-directed learning cultivation tools. The data were analyzed to derive their pain points, needs, and expectations, and to define the stakeholders associated with the adolescents. 3) The study of Physiological signal technologies for students’ learning states. Starting from the neurological mechanisms of long-term potentiation (LTP) and long-term depression (LTD) on learning and memory, it was determined that the detection of students’ attentiveness can be used as a measure of students’ learning status and outcomes, and the related Biofeedback technologies such as Electroencephalography (EEG), Eye-tracking, Respiratory pattern detection, and Facial detection were investigated. 4) Case studies of existing learning or education-related products on the market. Possible interventions including wearable products, robots, and online applications were identified. After integrating the research, I defined three future design visions for the learning community, including Human-machine symbiosis learning, Robot socially-assisted learning, and Lifelong learning partner. Then I designed product-service systems to match the three visions. The design and application of the self-directed learning capability cultivation mechanism makes learning no longer bounded by time and space, and the future of education can be better developed at both individual and social levels.File | Dimensione | Formato | |
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https://hdl.handle.net/10589/189633