Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio

Autor/inn/en	Cho, Ji Young; Cho, Moon-Heum; Kozinets, Nadya
Titel	Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio
Quelle	In: International Journal of Technology and Design Education, 26 (2016) 4, S.567-586 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9322-3
Schlagwörter	Interior Design; Cooperative Learning; Computer Uses in Education; College Students; Student Projects; Group Activities; Learning Experience; Self Esteem; Academic Achievement; Synchronous Communication; Comparative Analysis; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Raumgestaltung; Kooperatives Lernen; Computernutzung; Collegestudent; Schulprojekt; Gruppenaktivität; Lernerfahrung; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Computerkonferenz
Abstract	With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration experiences is that existing text-oriented collaboration technology may not fully support interior design students' needs for spontaneous interaction with visual images. The purpose of the current research was to determine whether a visually supported collaboration technology (VSCT) for designers, enhances students' collaboration experiences in a TMLE. A total of 28 junior interior design students participated in the study, all of whom engaged in similar group projects via two collaboration modalities: face-to-face and VSCT. The results show that collaboration modalities influence students' learning experiences, in particular, achievement and confidence in completing collaborative tasks. When using VSCT, students achieved significantly higher grade and demonstrated higher confidence in completing collaborative tasks compared to face-to-face collaboration; however, no significant differences were reported in either their perception of the collaboration process or their evaluation of the medium in the two collaboration modalities. The findings demonstrate that VSCT enhanced students' collaboration experiences in design studio. Discussion and implications are provided to facilitate design students' positive collaboration experiences in a TMLE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01