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Subject: Digital design

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    Article
    Citation - WoS: 8
    Citation - Scopus: 10
    Proposing a novel mixed-reality framework for basic design and its hybrid evaluation using linkography and interviews
    (Springer, 2022) Cindioglu, Hasane Ceren; Gursel Dino, Ipek; Surer, Elif
    Immersive Virtual Environments (IVEs), particularly Mixed-Reality (MR) technologies, continue to have an increasing impact on design processes and design education. This study focuses on MR's potentials in Basic Design (BD) education and its influence on novice designers' design thinking abilities. In this study, through a newly developed MR-based design framework, DesignMR, a comparative analysis between design processes in MR and the physical environment is presented. A hybrid evaluation methodology is used in the context of three-dimensional (3D) BD tasks through two sets of protocol studies: Linkography and exit interviews. Linkography is a method to analyze the design process based on detecting design moves and their links with each other. In this study, linkographic analyses point to an increase in critical moves and link index values in MR as compared to the physical environment for all participants. This indicates that MR can trigger improved creativity, design productivity, and design exploration by idea generation. Exit interviews highlighted the positive impact of DesignMR on the motivation, work efficiency, and 3D perception of the participants. Further research will be pursued for improved hand gestures to increase the effectiveness of object interaction.
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    Article
    Citation - WoS: 2
    Citation - Scopus: 8
    The progress of 21st-century skills throughout instructional design projects: a quasi-experimental comparison of rapid prototyping and dick and carey models
    (Springer, 2022) Toker, Sacip
    This study investigates the association between instructional design projects and 21st-Century skills. A causal-comparative design was utilised. The participants were 85 computer education and instructional technology department students who registered for a core instructional design course. The participants are divided into two groups: Rapid prototyping model - RPM (n = 47) and Dick and Carey model - DCM (n = 38). The RPM group were assigned to character education topics and developed e-books; the DCM group were assigned to several college-level topics included and developed digital materials. The DCM group significantly improved their life and career skills compared to the RPM group. The results show that the participants demonstrated an increase in time management skills and a decrease in cooperation process skills in both groups.