The influence of gender, learning background, participation, and topic limitation on the imagination of industrial design students in Taiwan

Yo Wen Liang, An Sheng Lee*, Kuei Chia Liang, Huang Ning Lee

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

In this study, five industrial senior designers are invited to observe and record a required design practice course of an industrial design department of a university for one semester, 18 weeks, each week for 5-6 hours. During the process, the imagination indicators proposed by Vygotsky is adopted in combination with a 5-point Likert scale. The sophomore class, 63 students in total, is observed. The outcome of study indicates that when the topics are with limitation, the gender factor has significant influence during design stages, and the influence of students' pre-university learning background is significant as well. When the topics are not limited, the influence of the gender factor also appears to be significant. The pre-university learning background has more influence on the performance of imagination and vocational high school graduates do better than regular high school graduates. In the meantime, students with higher level of class participation exhibit better imagination.

Original languageEnglish
Pages (from-to)1011-1022
Number of pages12
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number3
DOIs
Publication statusPublished - 2018

Keywords

  • Design course
  • Imagination
  • Industrial design
  • Learning background
  • Students' learning

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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