When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish t...
When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish the new projects, designers are required to learn new methods, tools and theories in addition to the traditional design expertise of visual language. One of the most important tools for the change is effective and rapid prototyping. There have been few researches on educational framework for interactive product or system prototyping to date. This paper presents a new model of educational contents and methods for interactive digital product prototyping, and it's application in a design curricula. The new course contents, integrated with related topics such as physical computing and tangible user interface, include microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensors, communication with other external devices, computer vision, and movement control using motors. The final project of the course was accomplished by integrating all the exercises. Our educational experience showed that design students with little engineering background could learn various interactive digital technologies and its' implementation method in one semester course. At the end of the course, most of the students were able to construct prototypes that illustrate interactive digital product concepts. It was found that training for logical and analytical thinking is necessary in design education. The paper highlights the emerging contents in design education to cope with the new design paradigm. It also suggests an alterative to reflect the new requirements focused on interactive product or system design projects. The tools and methods suggested can also be beneficial to students, educators, and designers working in digital industries.
When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish the new projects, designers are required to learn new methods, tools and theories in addition to the traditional design expertise of visual language. One of the most important tools for the change is effective and rapid prototyping. There have been few researches on educational framework for interactive product or system prototyping to date. This paper presents a new model of educational contents and methods for interactive digital product prototyping, and it's application in a design curricula. The new course contents, integrated with related topics such as physical computing and tangible user interface, include microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensors, communication with other external devices, computer vision, and movement control using motors. The final project of the course was accomplished by integrating all the exercises. Our educational experience showed that design students with little engineering background could learn various interactive digital technologies and its' implementation method in one semester course. At the end of the course, most of the students were able to construct prototypes that illustrate interactive digital product concepts. It was found that training for logical and analytical thinking is necessary in design education. The paper highlights the emerging contents in design education to cope with the new design paradigm. It also suggests an alterative to reflect the new requirements focused on interactive product or system design projects. The tools and methods suggested can also be beneficial to students, educators, and designers working in digital industries.
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문제 정의
To address these issues, this study investigates an educational framework of contents and methods for interactive product prototyping in the design curriculum. The aim is to effectively deliver the knowledge on digital prototyping related technologies in the university design curriculum. The study shows the case study of 'Interaction Design' course at the department of Industrial Design, KAIST, Korea, to examine the acceptability of the new contents and the methods and to identify the issues to be addressed for design education.
The design concept was to develop an interactive physical agent that allows PC users to manage the computer more easily and friendly. The result product, named Interactive Frog, is placed on top of a computer monitor and shows the status of the computer hardware and software with behavioral expressions [Figure 3].
The new course contents, integrated with related topics such as physical computing and tangible user interface, included microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensor, communication with other external devices, movement control using motors and computer vision. The final project was accomplished through an integration of all the exercises by individual students.
The aim is to effectively deliver the knowledge on digital prototyping related technologies in the university design curriculum. The study shows the case study of 'Interaction Design' course at the department of Industrial Design, KAIST, Korea, to examine the acceptability of the new contents and the methods and to identify the issues to be addressed for design education.
To address these issues, this study investigates an educational framework of contents and methods for interactive product prototyping in the design curriculum. The aim is to effectively deliver the knowledge on digital prototyping related technologies in the university design curriculum.
제안 방법
For two weeks, computer vision and augmented reality were introduced. In the remaining 5 weeks, students individually developed new concepts of interactive products and integrated the skills they acquired from the exercises. Additional individual technical research was also conducted according to the project concepts.
Examples of early exercises include blinking LEDs that uses a PIC microprocessor and multimedia contents that change at the PC side according to the values received from external sensors. Students also learnt how to control different motors, such as DC motors, servo motors and stepper motors. After the basic exercises using PIC microprocessors, MIDAS [6], a prototyping system developed for designers with non technical background, was introduced.
The concept of this design project was to develop a portable interactive drum that allows users to exercise without a full drum set that requires large space and volume. It consists of portable drum sticks and wearable bands that recognize the movement of the user's arms and legs [Figure 4].
This paper presented a new model of education contents and methods for interactive digital product prototyping, and an application of the model in a design curriculum. The new course contents, integrated with related topics such as physical computing and tangible user interface, included microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensor, communication with other external devices, movement control using motors and computer vision. The final project was accomplished through an integration of all the exercises by individual students.
It consists of portable drum sticks and wearable bands that recognize the movement of the user's arms and legs [Figure 4]. The prototype was implemented with PIC microprocessors, flex and vibration sensors, and a Director simulation. The unit worn in the right leg sends an electric signal to the computer by activating the vibration sensor.
With the growing importance of interactive digital products as the main design targets of designers in the network information society, the educational demand also leans towards prototyping interaction products. This paper presented a new model of education contents and methods for interactive digital product prototyping, and an application of the model in a design curriculum. The new course contents, integrated with related topics such as physical computing and tangible user interface, included microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensor, communication with other external devices, movement control using motors and computer vision.
대상 데이터
The design targets of the manufacturing industry were mainly hardware goods with static characteristics. The design targets of the network information society became hardware-software compound, dynamic and interactive artifacts or services. Emerging technologies such as ubiquitous or wearable computing accelerate the emergence of many products, systems or services that are digitally converged and interactive.
성능/효과
The course was developed as a semester-long (16 weeks) module. For the first seven weeks, basic practices on electronics, multimedia authoring, and script ba동ed programming were introduced. The step by step exercises on microcontroller programming, digital input and output, motor control and so on, were followed by the main project that required the application of the exercises.
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