Abstract
This case study presents an in-class exercise as a way to learn about the course learning outcomes for a Human Factors in Design course carried out with undergraduate level industrial design students in the 2020-2021 academic year. The paper introduces the course content, comprised of the theoretical knowledge-sharing part, sample assignments and in-class exercises to define the context of the study. Watching the same short movie at the beginning and the end of the learning period, students responded to open-ended questions that encouraged them to think about how their perception had changed towards the content of the movie and to reflect on their take-aways from the course. Thematic analysis of the student responses helped identify the shared patterns in which students had developed an understanding of the human factors in design. A survey in the form of an in-class exercise also aimed to help students promptly be aware of the course outcomes to sustain their practices for upcoming design challenges.
Keywords
human factors in design, learning, reflection
DOI
https://doi.org/10.21606/drs_lxd2021.11.223
Citation
Sarıel, S.(2021) What have you learned? An experimental approach in teaching human factors in design to undergraduate ID students, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.11.223
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Included in
What have you learned? An experimental approach in teaching human factors in design to undergraduate ID students
This case study presents an in-class exercise as a way to learn about the course learning outcomes for a Human Factors in Design course carried out with undergraduate level industrial design students in the 2020-2021 academic year. The paper introduces the course content, comprised of the theoretical knowledge-sharing part, sample assignments and in-class exercises to define the context of the study. Watching the same short movie at the beginning and the end of the learning period, students responded to open-ended questions that encouraged them to think about how their perception had changed towards the content of the movie and to reflect on their take-aways from the course. Thematic analysis of the student responses helped identify the shared patterns in which students had developed an understanding of the human factors in design. A survey in the form of an in-class exercise also aimed to help students promptly be aware of the course outcomes to sustain their practices for upcoming design challenges.