Abstract
We base this paper on the assumption that design research and practice carry gaps that tends to slow down their mutual enrichment. To reconcile both, we share our ongoing research project that explores how activity theory can contribute to design research. First, we present an adaptation of the activity theory model for design activities. In particular, we developed the model and a related template to support students' learning experiences as part of their workshop projects. Several teams of design students were solicited to test and participate in the various phases of our research project. They were invited to monitor their activities and collect data while conducting their design project and using the designerly activity theory template. This paper aims to synthetize and discuss past research initiatives that were conducted over the years. We aim to demonstrate the potential and relevance of activity theory to support, structure and enrich research-through-design. We conclude the paper by closing the gap between design research and practice for the value of reflection-on-action and learning opportunities in design education.
Keywords
activity theory; design; research-through-design; design education
DOI
https://doi.org/10.21606/iasdr.2023.337
Citation
Zahedi, M.,and Tessier, V.(2023) Designerly activity theory supporting research-through-design, in De Sainz Molestina, D., Galluzzo, L., Rizzo, F., Spallazzo, D. (eds.), IASDR 2023: Life-Changing Design, 9-13 October, Milan, Italy. https://doi.org/10.21606/iasdr.2023.337
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Designerly activity theory supporting research-through-design
We base this paper on the assumption that design research and practice carry gaps that tends to slow down their mutual enrichment. To reconcile both, we share our ongoing research project that explores how activity theory can contribute to design research. First, we present an adaptation of the activity theory model for design activities. In particular, we developed the model and a related template to support students' learning experiences as part of their workshop projects. Several teams of design students were solicited to test and participate in the various phases of our research project. They were invited to monitor their activities and collect data while conducting their design project and using the designerly activity theory template. This paper aims to synthetize and discuss past research initiatives that were conducted over the years. We aim to demonstrate the potential and relevance of activity theory to support, structure and enrich research-through-design. We conclude the paper by closing the gap between design research and practice for the value of reflection-on-action and learning opportunities in design education.