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EMBRACING NEW VISUALISATION TOOLS IN EDUCATION: HOW THE LEARNING EXPERIENCE OF DIGITAL SKETCHING INFLUENCES ITS USE IN DESIGN PRACTICE

Published online by Cambridge University Press:  27 July 2021

Wenwen Zhang  and
Charlie Ranscombe
Wenwen Zhang*
Affiliation:
University of Canterbury
Charlie Ranscombe
Affiliation:
Swinburne University of Technology
*
Zhang, Wenwen, University of Canterbury, School of Product Design, New Zealand, wendy.zhang@canterbury.ac.nz

Abstract

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Numerous visualisation tools based on digital and cross-reality (XR) platforms are emerging in industrial design. They offer new possibilities and promising advantages to the designers but also raise challenges for design education. This study investigates the learning experience of emerging tools in education and its influences on tool-use behaviours and attitudes in design practice. Digital sketching is selected for the case study as the emerging tool compared to more established tools (e.g., traditional sketching and CAD). Semi-structured interviews were conducted with 12 practising designers to compare their learning experience of digital sketching versus traditional sketching and CAD modelling in formal education. Results indicate that designers’ learning experience in education can have an influence on not only their skill sets but also attitudes towards engaging with emerging visualisation tools as they progress in their careers. The study suggests that embracing emerging design visualisation tools in education now is essential for helping our future designers be more resilient and flexible with tool selection and use in their future design practice.

Keywords

Industrial designDesign educationCase studyEmerging toolsDigital sketching
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 1353 - 1362
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

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