The Design, Development and Evaluation of Tpsack Courseware to Facilitate the Art and Design Education Students Artistic Skills Knowledge

Abstract

This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

“…The Beta Standardized coefficient, .845 for the main group of subjects, and .528 for the comparison group of them of didactic-artistic tools explain, respectively, 84.5% and 52.8% of the variance in the total score of artistic skills development caused by didactic-artistic tools. The result was coherent with the abovementioned research studies (Lafrenière & Cox, 2012;Perez-Fabello & Campos, 2011;Van Assche, 2017;Meltzer & Schwencke, 2019;Stipech & Mantaras, 2004;Xhomara, 2022;Hallam, 2010;Younes, 2012;Budkeev et al, 2016;Koutsoupidou, 2008;Puppe et al, 2020;Roslaili et al, 2019;Adams, 2016;Davidson, 2018), who argued that didactic-artistic tools predict artistic skills development. To sum up, hypothesis # 1: Didactic-artistic tools predict artistic skills development of arts master students, is supported.…”

“…Cuadrado research work (2018), pointed out a positive relationship between cognitive and social skills and art skills, such as musical, drawing, and sculpting ones; concurrently, Xhomara (2022), andHallam (2010) revealed effects of student-centered instruction, active involvement with critical thinking skills, and music on the intellectual, social and personal improvement of children and young people. Steele et al (2016), as well as Younes (2012), show that artistic students' learning supports artistic creativity; meantime, art students artistic skills help advance accomplishments, as well as increasing the amount of time that students use to gain knowledge (Puppe et al, 2020;Roslaili et al, 2019;Xhomara & Hasani, 2018). The link between different domains of art, such as music, drawing or painting and sculpting is also part of current research work.…”

The digital application of intangible cultural heritage protection takes "Qin Bricks and Han tiles" as an example

“…That is to say, the design is people-oriented, and the design of excellent ergonomic products has the connotative elements of inheriting and protecting intangible cultural heritage [5][6][7] .In the process of digitalization of the intangible cultural heritage protection of "Qin Bricks and Han tiles", this paper draws on the design methods, design elements, and design concepts in industrial designto promote the design of cultural and creative products in this discipline to achieve a high degree of unity between rational digitalization and perceptual aesthetics. [8][9][10][11] .Digitizing and presenting intangible cultural heritage in a non-destructive manner is not only conducive to its protection and inheritance, but also meets the needs of tourists who cannot visit the site in person. When the tourist season comes, the number of tourists is huge, but the number of tourists that can be accommodated in the exhibition hall is limited.…”

Design of an Interactive Educational Information System Based on the SECI Model

“…To prevent illegal users from logging in, in addition to the joint security mechanism provided by Windows operating system and My SQL to ensure the security of the system and database server, the system also establishes a system registry for teachers and students, authenticates the logged-in users, and adds the authentication password to the webpage file to monitor the data security [18].…”