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Thesis

Patera, M. (2009) The potential of 3D visualisation technology in Art & Design education (Glasgow: PhD thesis, Glasgow School of Art)

Abstract

This thesis investigates the potential of 3D visualisation technology for learning and teaching in Art and Design higher education. Unlike most educational technology studies, this research follows a learner-centred as opposed to a technology-centred approach. Recent studies seem to give more emphasis on the technology and less on learning objectives. The aim of this research was not merely to employ the 3D technology but also to identify, design and evaluate an appropriate learning and teaching activity. The technology alone cannot improve learning; therefore, it is crucial to integrate it seamlessly in an activity that is based on learning and teaching methods that are in line with the educational ethos of the academic discipline. In particular, learning and teaching in Art and Design is mainly studio-based and project-based. Educational technologies that have been successfully employed for years in other disciplines may not directly match the model of studio-based learning; this raises further challenges for educators and developers.

Three empirical studies were conducted as part of this investigation on the topics of:

The method followed here was first to identify a limitation in the current learning and teaching method, analyse the problem using educational theory and propose a solution. For the topics presented in this thesis, the proposed solution involved some form of 3D visualisation technology. The next stage was to design a learning activity and evaluate the effectiveness of both the activity and the technology on learning outcomes and experience. The research methods applied were primarily qualitative, in the form of observations, open-ended questionnaires, interviews and group discussions. Some quantitative data was also gathered where appropriate and possible.

The purpose of this study was to evaluate the effectiveness of the learning activity in its entirety, for learners, tutors and institutions. In addition, the type of software and hardware required is a matter of consideration since the proposed technology should be easy for students and tutors to use and feasible, physically and economically, to set up in the studio space. Apart from the learning objectives, other objectives relevant to cost and space have been taken into account in all three studies.

This research demonstrated that different educational topics may require different technological solutions. It proved that the implementation of carefully designed educational technology can enhance current learning, teaching and assessment processes in Art and Design education.

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