Packaging design: learning through fictional cases or real cases? Comparative study of student performance over 8 academic years
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Other documents of the author: Felip, Francisco; Gual, Jaume; García Martínez, María Luisa
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comunitat-uji-handle2:10234/7034
comunitat-uji-handle3:10234/67820
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Title
Packaging design: learning through fictional cases or real cases? Comparative study of student performance over 8 academic yearsDate
2019-07-01Publisher
International Academy of Technology, Education and Development (IATED)ISBN
978-84-09-12031-4ISSN
2340-1117Bibliographic citation
FELIP, F. ; GUAL, J. ; GARCÍA, M.L. . Packaging design: learning through fictional cases or real cases? Comparative study of student performance over 8 academic years. En: EDULEARN19 (July 1-3, 2019, Palma, Mallorca, Spain) 11th International Conference on Education and New Learning Technologies. Conference Proceedings: IATED Academy, 2019, pp. 566-570. DOI 10.21125/edulearn.2019.0204, ISBN 978-84-09-12031-4Type
info:eu-repo/semantics/conferenceObjectPublisher version
https://library.iated.org/view/FELIP2019PACVersion
info:eu-repo/semantics/publishedVersionAbstract
In the practical subjects of the Degrees in Industrial Design students usually apply theoretical knowledge to solve complex cases, but in many occasions these cases are only fictional. However, it is also possible to ... [+]
In the practical subjects of the Degrees in Industrial Design students usually apply theoretical knowledge to solve complex cases, but in many occasions these cases are only fictional. However, it is also possible to provide students with cases that respond to real needs, and on many occasions it is the companies that propose them through contests. Numerous experiences endorse the Competition-Based Learning (CBL) as a working methodology that improves the motivation of the students. But it is worth asking to what extent this motivation achieves a significant improvement in student performance.
This paper hypothesizes that the performance of industrial design students is higher when they work to solve real cases than when they have to solve fictional cases. To demonstrate it, the average grades obtained during 8 academic years in a subject related to packaging are compared. Between 2011 and 2014, students were presented with a fictional case in which it was necessary to solve a specific need for a new type of packaging. Between 2015 and 2018 a similar exercise was planned, but based on real cases proposed by companies in the sector. In both cases, the exercise was planned during the central weeks of the semester, the students were given a similar period of time to develop them (around 4 weeks), and they were evaluated according to similar criteria.
The results of this study show that the orientation of the exercises towards real cases through participation in contests seems to have a slight positive influence on student performance (+3.25%), so it is possible to demonstrate that the incorporation of CBL as a teaching methodology is generally positive for design students, given that it improves both their motivation and the quality of their proposals and has a positive impact on their performance. [-]
Description
Comunicació presentada a EDULEARN2019, 11th International Conference on Education and New Learning Technologies (July 1-3, 2019, Palma, Mallorca, Spain).
Investigation project
Universitat Jaume I. Educational Support Unit (U.S.E.) ( 3572/18)Rights
All rights reserved. Copyright © 2019, IATED
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