Visual Instruction to Enhance Teaching of Technical Subject to Design Students. (4th January 2021)

• Record Type: Journal Article
• Authors: Lau, Siu‐Kit; Joshi, Noopur; Pang, Ming Fai
• Is Part Of: International journal of art & design education. Volume 40:Number 1(2021)
• Page Start: 165
• Page End: 183
• Publication Date: 2021-01-04
• Subjects: visualisation -- STEM for design students -- spatial cognitive ability -- student learning outcome -- approach to learning; Art -- Study and teaching -- Periodicals; Design -- Study and teaching -- Periodicals; 707
• DOI: 10.1111/jade.12343
• Languages: English
• ISSNs: 1476-8062

Abstract

Abstract: Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students' approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students' feedback and interviews. These factors were also measured for the control group that did not receive visual instruction ( n = 32), to assess the effect of the intervention. When taught with visualisation, students ( n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made.