Cognitive Activity‐Based Design Methodology for Novice Visual Communication Designers

Abstract

The notion of design thinking is becoming more concrete nowadays, as design researchers and practitioners study the thinking processes involved in design and employ the concept of design thinking to foster better solutions to complex and ill‐defined problems. The goal of the present research is to develop a cognitive activity‐based design methodology for novice visual communication designers, which will be achieved by mapping the findings from a comparative analysis of novice and expert visual communication designers' thinking processes onto the prospective methodology. Under the proposed methodology, activity modes take place in a chronological flow under specific guidelines involving various forms of design cognition. The guidelines correlate to design phases from problem structuring to detailed design and to the cognitive processes of divergent and convergent thinking. The methodology gives open‐ended instruction to novices endeavouring to proceed with the design process, solve complex design problems and make better design decisions. This research has value for its unique approach to methodology development. Furthermore, the proposed methodology provides guidance for more effective cognitive activities during the design process and holds potential for implementation in design education due to its focus on the needs of novice designers.

Application of Deep Learning Algorithms to Visual Communication Courses

“…Indeed, visual communication design originated from “graphic design” or “printing art design.” With the gradual scope expansion of modern design, however, digital technology has penetrated various fields of visual communication design. Meanwhile, the influence and participation of multimedia technology on art and design keep increasing, and the educational methods of visual communication design have attracted full attention ( Kim and Lee, 2016 ; Delhey and Peters, 2017 ).…”

Students crossing cultural boundaries within a transnational design course in China: An activity theory analysis

“…The scarcity of graphic VCD and/or communication design literature within higher education, not only from western sources but also from Asian researchers, highlighted challenges. Although research used DT (Jiang et al, 2018;Kim & Lee, 2016;Lee, 2019), DT is not a theoretical framework. Rather, DT is a prescriptive process model which uses specified guidelines to solve design problems; therefore, in practical terms it is a useful pedagogical approach for design learning.…”

“…The DT process was used within the curriculum in two Korean studies (Kim & Lee, 2016;Lee, 2019). Kim and Lee's (2016) qualitative study applied a form of DT in a "visual representation of one's life" (p. 206) project in a field trial. A cognitive activity-based design methodology (a form of DT) was pilot tested first by expert designers, and then used by 22 first and second year South Korean VCD students.…”

Students crossing cultural boundaries within a transnational design course in China: An activity theory analysis

“…Firstly, because the transnational courses at Hunan City University (HNCU) are situated within VCD, and this is the preferred terminology of the qualification. Secondly, in my capacities of both professional and educator, I have always been oriented to the communications side of VCD, and my personal philosophy rejects stylistic graphic treatments being used in isolation for a design work (Kim & Lee, 2016).…”

“…The research published in English language journals relating to DT and innovation in Asian countries tends to be confined to imported pedagogical models being used by Asian researchers and teachers. The DT process was used within the curriculum in two Korean studies (Kim & Lee, 2016;Lee, 2019). Kim and Lee's (2016) qualitative study applied a form of DT in a "visual representation of one's life" (p. 206) project in a field trial.…”