Does the medium matter in collaboration? Using visually supported collaboration technology in an interior design studio

Abstract

With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration experiences is that existing text-oriented collaboration technology may not fully support interior design students' needs for spontaneous interaction with visual images. The purpose of the current research was to determine whether a visually supported collaboration technology (VSCT) for designers, enhances students' collaboration experiences in a TMLE. A total of 28 junior interior design students participated in the study, all of whom engaged in similar group projects via two collaboration modalities: face-to-face and VSCT. The results show that collaboration modalities influence students' learning experiences, in particular, achievement and confidence in completing collaborative tasks. When using VSCT, students achieved significantly higher grade and demonstrated higher confidence in completing collaborative tasks compared to face-to-face collaboration; however, no significant differences were reported in either their perception of the collaboration process or their evaluation of the medium in the two collaboration modalities. The findings demonstrate that VSCT enhanced students' collaboration experiences in design studio. Discussion and implications are provided to facilitate design students' positive collaboration experiences in a TMLE.

The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE

“…Blending online learning with traditional learning increases the variety of methods to enhance the learning experience (Raymond et al 2016). Therefore, by promoting critical thinking in a blended learning environment, the success of online learning experience among design students can be ensured (Cho et al 2016;Fleischmann 2018;Smart & Cappel 2006). Consequently, the improvement of students' perception of online learning is based on satisfactorily prepared and well-planned online experiences; such improvement will be transferred to the real-life practice of future interior designers (Cho & Cho 2014;Jeong et al 2017).…”

“…The ability to provide good communication to convey information and to improve knowledge advancement processes come from learners' interaction with instructors; feedback from the instructors is the key to successful online learning (Allan 2004). Students' experience is enhanced by online learning (Cho et al 2016). Providing emotional and necessary support remains the university's responsibility.…”

Os Componentes Da Colaboração Na Educação Em Design

“…A comunicação mediada por tecnologia apresenta como vantagem a facilidade de gestão do projeto e a possibilidade de acesso às informações de qualquer lugar e em qualquer momento, desde que a internet esteja disponível (CHO; CHO; KOZINETS, 2015;CHIU, 2002).…”

“…Tantos estudos se propõem a estudar a colaboração que parece desnecessário responder a esse questionamento. No entanto nem todos os designers colaboram (CHO; CHO; KOZINETS, 2015). Ademais, a colaboração não acontece automaticamente.…”

“…Ademais, a colaboração não acontece automaticamente. É preciso esforço, interesse, motivação e comprometimento da equipe para que a colaboração aconteça (HARGROVE, 1998;KELLEY, 2001;CHO;CHO;KOZINETS, 2015). Por outro lado, há quase uma década a capacidade de trabalhar em equipes de modo colaborativo foi evidenciada como alternativa para a oferta de soluções viáveis, num cenário em que a atuação individual é cada vez mais difícil (HEEMANN; LIMA; CORRÊA, 2010).…”