Abstract
Design education is a well-known challenge discussed within universities. There are a significant number of factors that lead to the need to re-defining design education. Increasing the complexity of the social systems and, in the aftermath, the complexity of design challenges that designers must face nowadays is only a short example. Problems emerging due to increasing complexity require a systemic and methodical approach. Based on the challenge described, the need to adequately design education arises. The current discussion about design education’s future must also consider general and relevant attitudes: creative attitude, scientific attitude and social awareness. These will not be adequately taught by focusing on tools and design techniques. An exciting approach to teaching design is growing within the field of game pedagogy, which lets the users learn by doing and by fun at the same time. Game design might be a developmental approach not only for teaching design techniques but also for being aware of concepts like the relevance of design problems, the difference in audiences, characteristics of the design process etc. This proposal will examine whether game pedagogy, precisely the concept of an escape room, finds a suitable environment for teaching design thinking, which currently is the most representative design method. In teaching DT, it is essential to consider not only skills and knowledge but also awareness and sensitivity to the social and cultural conditions of the design process. The metaphor of an escape room might be an exciting way of developing knowledge and understanding of design thinking.
Presenters
Mariusz WszołekHead, Graphic Design, SWPS University, Mazowieckie, Poland Jon Harman
Volda University, Norway Thomas Lewe
Associate Professor, Media, Volda University College, Norway
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Escape room pedagogy, Design Thinking, Design education, Creative professions
