Abstract
Nowadays, learners use digital mobile devices to learn online resources and content at flexible times to obtain the convenience, expediency and immediacy of mobile learning. Action learning has achieved considerable results in changing the traditional learning model. The mobile devices used by college students are mostly smart phones, which have become the main application devices for learning. For design courses that are not tested by exams, the general learning management system (LMS) has limitations for learning. Design practice and skills are the core curriculum of design education. We need a more flexible and varied teaching demonstration and communication platform. Therefore, this research uses digital technology (LineBot and Zuvio) as teaching assistance and teaching material support based on the concept of a smart learning environment. This research mainly investigates the learning experience and effectiveness of students in the design teaching with the aid of digital learning models. We use "learning engagement" and "teaching practice" as independent variables, and "learning satisfaction and confidence", "learning readiness", and "learning effectiveness" as dependent variables. The research results show that the action learning teaching method enables design students to have a higher learning engagement and educational practices. The assistance of digital technology has improved the effectiveness of learning, but "learning satisfaction and confidence" and “learning readiness” have not reached significant levels.
Author Information
Shu-Yin Yu, Ming-Chuan University, Taiwan
Paper Information
Conference: ECE2021
Stream: Learning Experiences
This paper is part of the ECE2021 Conference Proceedings (View)
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To cite this article:
Yu S. (2021) Research on the Learning Experience and Effectiveness of Digital Action Learning on Design Education ISSN: 2188-1162 The European Conference on Education 2021: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2021.24
To link to this article: https://doi.org/10.22492/issn.2188-1162.2021.24
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