Abstract
Currently in design education in Taiwan, students may have the basic operational skills of design analysis, as well as good design practice capabilities, but lack the ability to apply design analysis and design practice together. This often makes design results unsuitable for user needs or consumer markets. To improve this problem, this study establishes a teaching mode that integrates design analysis into the design practice curriculum. This study mainly uses the Persona and Semantic Difference methods as the learning goal of design analysis, and we teach students how to use the two methods to produce a design that meets the user's needs. The research results show that integrating the Persona and Semantic Difference methods into the product design process can effectively help students get closer to the design goals, and help maintain students on their design paths. Moreover, students’ self-evaluations have good learning effectiveness in the curriculums.
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Acknowledgements
This study was partially supported by the MOE Teaching Practice Research Program, Ministry of Education, Taiwan (PHA1090412), and thanks to Cheng, Yu-Ching for serving as a course teaching assistant. The author is grateful for this support.
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Li, E.C. (2022). Use Persona and Semantic Differential Method to Assist Undergraduate Students Learning Product Design. In: Duffy, V.G., Rau, PL.P. (eds) HCI International 2022 – Late Breaking Papers: Ergonomics and Product Design. HCII 2022. Lecture Notes in Computer Science, vol 13522. Springer, Cham. https://doi.org/10.1007/978-3-031-21704-3_30
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