Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-24T13:20:34.632Z Has data issue: false hasContentIssue false

A KANSEI-ENGINEERING-BASED ACTIVE LEARNING MODULE FOR FAMILIARIZING MIDDLE-SCHOOL STUDENTS WITH BASICS OF PRODUCT DESIGN

Published online by Cambridge University Press:  19 June 2023

Sotiris Papantonopoulos*
Affiliation:
Democritus University of Thrace
*
Papantonopoulos, Sotiris, Democritus University of Thrace, Greece, [email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

The paper proposes a methodology for developing an active learning module adapted from the Kansei Engineering methodology that intends to engage and familiarize middle school students with basics of product design and the Kansei product design and culture, and develop design skills. The module includes an identification of the design elements of a selected product, the creation of an items/categories matrix, product clustering according to different criteria (shape, material, principle of operation), an analysis of product functions and main product characteristics, and an evaluation of products with a Kansei scale created by the students. This series of activities lead to a design-thinking-based product-design project culminating in the construction and evaluation of prototypes. It carefully considers how students can gradually learn by going from activity to activity leading to a design project. In doing so, important skills such as, among others, analytical thinking, divergent thinking, and critical thinking are intended to be practiced.

Type
Article
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2023. Published by Cambridge University Press

References

Academic Practice Department (2019), Module evaluation: A Brief Guide to Good Practice for Module Leaders, Birmingham City University. Retrieved from https://bit.ly/36VkgiYGoogle Scholar
Adnan, H. and Redzuan, F. (2016), “Evaluating students' emotional response in video-based learning using Kansei Engineering”, 2016 4th International Conference on User Science and Engineering (i-USEr), Melaka, Malaysia, August 23-25, 2016, IEEE, pp. 237242. https://doi.org/10.1109/IUSER.2016.7857967Google Scholar
Chuah, K.M., Chen, C.J. and Teh, C.S. (2008), “Kansei Engineering concept in instructional design. A novel perspective in guiding the design of instructional materials”, Fifth International Cyberspace Conference on Ergonomics (CybErg'08), Kuching, Malaysia, pp. 3748.Google Scholar
Drew, V. and Mackie, L. (2011), “Extending the constructs of active learning: Implications for teachers' pedagogy and practice”, The Curriculum Journal, Vol. 22 No. 4, pp. 451467. https://doi.org/10.1080/09585176.2011.627204CrossRefGoogle Scholar
Herro, D. and Quigley, C. (2016), “Innovating with STEAM in middle school classrooms: Remixing education”, On the Horizon, Vol. 24 No. 3, pp. 190204. https://doi.org/10.1108/OTH-03- 2016-0008CrossRefGoogle Scholar
Mohd, Hj. Naim, N.F. (2022), “The Pragmatic Idea of HCI Notion and KE Approach in Video Mobile Learning”, Proceedings of Sixth International Congress on Information and Communication Technology (ICICT 2021), London, UK, Springer, Singapore, pp. 367376. https://doi.org/10.1007/978-981-16-2102-4_34CrossRefGoogle Scholar
Ismail, N.N.N.N. and Lokman, A.M. (2020), “Kansei engineering implementation in web-based systems: A review study”, International Conference on Kansei Engineering and Emotion Research, Tokyo, Japan, September 7-9, 2020, Springer, Singapore, pp. 6676. https://doi.org/10.1007/978-981-15-7801-4_7CrossRefGoogle Scholar
Ito, H. and Kawazoe, N. (2015), “Active learning for creating innovators: Employability skills beyond industrial needs”, International Journal of Higher Education, Vol. 4 No. 2, pp. 8191. http://doi.org/10.5430/ijhe.v4n2p81CrossRefGoogle Scholar
Kawakita, J. (1991), The Original KJ Method, Kawakita Research Institute, Tokyo.Google Scholar
Khairuddin, A-N.A., Redzuan, F. and Daud, N.A. (2018), “Evaluating students' emotional response in augmented reality-based mobile learning using Kansei Engineering”, International Conference on User Science and Engineering, Puchong, Malaysia, August 28-30, 2018, Springer, Singapore, pp. 7989. https://doi.org/10.1007/978-981-13-1628-9_8Google Scholar
Kolodner, J.L., Camp, P.J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S. and Ryan, M. (2003), “Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design (tm) into practice”, The Journal of the Learning Sciences, Vol. 12 No. 4, pp. 495547. https://doi.org/10.1207/S15327809JLS1204_2CrossRefGoogle Scholar
Martinez, M. and McGrath, D. (2014), Deeper Learning: How Eight Innovative Public Schools are Transforming Education in the Twenty-First Century, The New Press, New York.Google Scholar
Nagamachi, M. (Ed.) (2016), Kansei/Affective Engineering. CRC Press, Boca Raton, Florida.CrossRefGoogle Scholar
Plazaola, I.F., Millán, C.L., Aviñó, A.M. and Morera, M.P. (2016), “Architectural educational experience in Kansei”, Journal of Civil Engineering and Architecture, Vol. 10, pp. 131138. https://doi.org/10.17265/1934-7359/2016.02.001Google Scholar
Ramachandiran, C.R. and Jomhari, N. (2018), “Virtual agent design factors for the 21st century learners: A Kansei approach”, International Conference on Kansei Engineering and Emotion Research, Kuching, Malaysia, March 19-22, 2018, Springer, Singapore, pp. 7382. https://doi.org/10.1007/978-981-10-8612-0_9CrossRefGoogle Scholar
Razumowsky, A. (2021), “Kansei — learning: Emotional writing work on programming lectures”, XXII International Scientific Conference Energy Management of Municipal Facilities and Sustainable Energy Technologies (EMMFT-2020), Voronezh, Russia, December 8-10, 2020, EDP Sciences, Les Ulis, France, Vol. 244:11031. https://doi.org/10.1051/e3sconf/202124411031Google Scholar
Retnawati, H., Munadi, S., Arlinwibowo, J., Wulandari, N.F. and Sulistyaningsih, E. (2017), “Teachers’ difficulties in implementing thematic teaching and learning in elementary schools”, The New Educational Review, Vol. 48, pp. 201212. https://doi.org/10.15804/tner.2017.48.2.16CrossRefGoogle Scholar
Shoemaker, B.J.E. (1991), “Education 2000 integrated curriculum”, The Phi Delta Kappan, Vol. 72 No. 10, pp. 793797.Google Scholar
Sugimoto, A. and da Silva, T.L.K. (2014), “O emprego da Engenharia Kansei no desenvolvimento de materiais de aprendizagem”, 11° Congresso Brasileiro de Pesquisa e Desenvolvimento em Design, Gramado, Brazil, September 29-October 2, 2014, Blucher Design Proceedings. https://doi.org/10.5151/designpro-ped-01220CrossRefGoogle Scholar
Varun, A. (2014), “Thematic approach for effective communication in ECCE”, International Journal of Education and Psychological Research, Vol. 3 No. 3, pp. 4951.Google Scholar