Effects of social media and design thinking on corporate identity design course in Taiwan

Abstract

The present study aimed at exploring the effects of integrating social media (instant messaging through Line App and Facebook) and design thinking into a vocational education course on corporate identity design in Taiwan. Corporate identity helps organizations achieve competitive advantage. This benefit is even more pronounced in Taiwan, where visual communication is esteemed. The present study recruited two groups of 11th graders (N = 60) from a vocational high school in the northern part of Taiwan as its participants. One group was designated as the experimental group and the other as the control group. The experimental group received creative instruction through the use of Facebook and Line App with design thinking integrated into the pedagogy, whereas the control group did not. Both qualitative and quantitative approaches were used to obtain feedback on the teaching and learning process. The results of the analyses indicated that students who were allocated to the experimental group demonstrated better quality design products than their counterparts in the control group.

Using social media for assessment purposes: Practices and future directions

“…For example, a study by Vikneswaran and Krish (2016) explores what motivates English as Second Language user students to write in English on Facebook. In addition, some research examines the use of different functions of social media, such as online schoolwork sharing ( Lai et al, 2020 ), social media-integrated teaching ( Liu and Ko, 2020 ), and synchronous and asynchronous students’ online discussion ( Huang et al, 2014 ). These studies highlight the critical role of social media in ensuring learning and assessment activities.…”

“…Using rubrics helps teachers and students improve clarity on the feedback process and content, which benefits students to improve their work further. Wuttisela et al (2016) and Liu and Ko (2020) illustrate how teachers use rubrics in assessing students’ work and providing detailed feedback based on criteria and standards included in the rubrics. Meanwhile, Vikneswaran and Krish (2016) use a checklist to analyze the students’ writing posted on the Facebook wall.…”

“…Two studies mention the importance of preparing teachers to administer assessment on social media. A study by Liu and Ko (2020) argues that teachers should be prepared to incorporate social media into their assessment practices. Teachers also need to be aware that students’ use of social media requires close supervision and immediate feedback.…”

“…It has been shown that social media can facilitate the provision of immediate feedback (e.g., Annamalai and Jaganathan, 2017 ; Nuray, 2019 ). Teachers could respond as soon as students uploaded their work ( Liu and Ko, 2020 ). Through this immediate feedback, students could monitor their learning progress and how they are meeting the learning outcomes ( Espinoza-Celi and Pintado, 2020 ).…”

Design Thinking as an Innovative Teaching Method for Media and Communication Courses

“…DTPBL yielded many more awards than the TPBL, making it a successful pedagogical strategy to improve students' creativity and innovation in packaging solutions. Liu and Ko (2021) conducted an experimental study to analyse the effects of incorporating social media and DT into a corporate identity design course in Taiwan. The sample comprised 60 students studying 11th grade at a vocational high school.…”