Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.

This study explored the learning effectiveness of drawing makeup designs by computer graphic design and compared the learning differences between traditional hand-drawn and computer-assisted teaching in cosmetology students at universities. The statistical analysis methods of factor analysis, descriptive statistical analysis, and paired sample t-test are used to analyze the difference in students’ learning attitudes before and after the course. It also explored students’ learning effectiveness. The subjects were 55 students from a cosmetology department of a university in Taiwan. The results showed that using a computer tool to create makeup designs improved the overall student learning effectiveness and effectively promoted students’ interest in learning. Moreover, through focus group interviews, changes in the learning effectiveness that were brought about by the use of computer graphic design tools were obtained. Among them, the mirror function could best meet the needs of students for makeup symmetry and design drawing speed and improve their satisfaction with computer graphic makeup. The results of this study are improving the learning effectiveness, maintaining a positive attitude and increasing willingness to learn, and the systematization and digitization of makeup design, and the results could promote teachers to obtain more efficient teaching quality, improve students’ professional skills, and result in better learning results.

Many people use smart speakers at home nowadays for various reasons, such as playing music, checking news and weather, setting timers/alarms, etc. However, before smart speakers were created and available on the market, people used to have home audio systems for similar applications. Nonetheless, the control systems of smart speakers have many different appearances. Affordance is the information given by an object, which is determined by its appearance and supplies clues about its appropriate operation. Therefore, smart speakers should have affordances. Since smart speakers are the main device in the sustainable lifestyle of human beings in smart homes, this study analyzed the affordances of its appearance affect people and the result is essential to the sustainability of smart home. The present study presents a review of the smart speakers in Taiwan, focusing on the four main affordances (physical, cognitive, sensory, functional) and three different age groups (60 participants) based on four appearance categories of smart speaker control, namely, mechanical button control, no-button–no-touch control, touchscreen control, and touch sensor control. By examining the comparison of three age groups, 18–24, 25–49 and 50+, the results of one-way ANOVA showed that the smart speakers with touchscreen control and touch sensor control had a significant difference (p < 0.01) in four main affordances among these three age groups. The smart speakers with mechanical button control and no-button–no-touch control had no significant difference (p > 0.01) in four main affordances among these three age groups. In conclusion, age-range and cultural group affect the affordance of smart home speakers.

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