Abstract
Design pedagogy is characterized by the complexity of combining various discipline-specific activities and the emergent learning that is a result of the whole process. This empirical study aims at understanding first year visual design student’s approaches to conceptualizing design concepts and coding their ideas in a computer graphics programming environment. The main objectives of this study are (1) Understand the effectiveness of the design project in alignment with the learning outcomes of the course curriculum (2) Study common patterns that explain how students conceptualize design concepts (3) Understand student’s learning approaches in executing design concepts within a graphics programming environment. The data was collected from 188 students in a freshman core course on the fundamentals of computer graphics. Students were asked to code a geometric abstraction using 2 dimensional primitives and design principles. Students in this study come from different backgrounds and formal training that includes science, engineering, film, art and music disciplines. Students were also asked to provide a written explanation of their design goals, approach to executing the design ideas in programming and a reflection of their work. A textual data analysis of the visual and textual data provided insights into freshmen’s understanding of design principles, their learning approaches and coding experiences in a graphics environment. Results from the study are expected to provide further insights on effective pedagogy for introducing computer graphics programming concepts and design principles to first year visual design students.
Presenters
Nandhini GiriAssistant Professor, Computer Graphics Technology, Purdue University, Indiana, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Pedagogy, Computer Graphics Programming, Design Principles
