Conference Agenda

This paper investigates how structured pedagogical interventions can foster reflective Learning within design studios. Conducted as an action-based case study with fifteen interior design students, the research integrated principles of Research through Design (RtD) and Action Design Research (ADR) to link educational practice with reflective inquiry. Four iterative interventions, including model making, circulation mapping, vertical connection, and inside–outside exploration, were designed to disrupt habitual thinking and enhance metacognitive awareness. Data from observations, interviews, and evaluations were analyzed through a three-layer framework capturing behavioral, cognitive, and self-regulatory dimensions of reflection. Findings show that reflection did not arise directly from the interventions but from students’ internalization of the changes they provoked. Reflection occurred when external triggers turned into personal insight, transforming the studio into a dialogical environment for learning. The study highlights how purposeful interventions can cultivate reflective awareness, resilience, and autonomy in design education.

Reasoning is a central skill in design education, yet it often remains implicit in studio courses. This paper presents an instructional exercise that adapts methods of deductive and inductive reasoning, commonly associated with crime scene investigation, into industrial design education. Inspired by Sherlock Holmes’ investigative methods, students examined manufactured products as ‘crime scenes,’ collecting traces of production and assembly as evidence. By reconstructing these processes, they practised analytical thinking and transferred investigative reasoning into design reasoning. Implemented across three semesters with around 101 students, the activity was followed by interviews with 25 participants. Findings indicate that students reported stronger observation, more systematic reasoning, and greater awareness of material–process–form relations when products were treated as evidence. The study suggests that integrating cross-domain reasoning frameworks can make analytical thinking more explicit in design education and foster evidence-based, reflective approaches to design practice.

Reflection is a crucial component for the development of children's metacognitive abilities, which is foundational for their overall growth. However, current preschool practices often lack structured approaches for facilitating reflection. To promote children's reflection after autonomous play and thereby foster their metacognitive abilities, this study introduces a reflection system that integrates physical interaction and digital narrative. Using tangible icons, the system guides children in reconstructing their play experiences, which are then converted into personalized digital comics. Implementation in kindergarten settings demonstrates the system's high usability and its effectiveness in eliciting children's metacognitive statements. Furthermore, the socially shared reflective situations significantly enhanced the depth of children's reflection. This study provides a practical design framework for fostering metacognition in early childhood education.

As the design profession becomes increasingly diverse and fluid, many design students struggle to define a clear career direction. Existing reflection practices in education offer support, yet outcomes remain inconsistent due to limited mentoring capacity, uneven role model exposure and ambiguity in emerging roles. This paper investigates how the combination of generative AI and facilitated human reflection can support students in increasing their perceived career direction clarity. We present the results of an explorative investigation on IkigAI, an educational workshop combining the Japanese ikigai framework with GenAI as a co-reflective partner. Human reflection and three rounds of GenAI interaction with prompt templates aim to generate grounded career possibilities. Our findings show that GenAI can scaffold reflection, broaden role awareness and stimulate identity exploration when facilitated properly. While the depth of the impact depends on individual and contextual dimensions, career direction clarity emerges by providing students conceptual insights and practical action.

This study examines structured self-reflection as a formative assessment tool within a Visual Communication Design Studio incorporating the service-learning (S-L) methodology, analysing motivational dynamics experienced by twenty undergraduate students. Using Thematic Analysis of 420 weekly responses, the study draws on Self-Determination Theory (SDT) to map reflections on strengths, weaknesses, and intentions against needs for autonomy, competence, and relatedness. The analysis revealed a consistent pattern: strengths centred on competence and relatedness, while weaknesses highlighted motivational tensions and emotional blockages regarding self-regulation and project management. The dominant dynamic was the interplay between autonomy and relatedness, with “teamwork” emerging as the most recurrent goal. The reflective instrument helped externalise tacit struggles and, as a micro-intervention, guided students from reflection-on-action toward self-regulated, actionable goals. Findings suggest that design studio tutors could utilise this dual-layered evidence—addressing disciplinary and psychological processes—to provide targeted feedback supporting students’ relational and self-regulatory needs.

This study examines how novice designers justify prototype concept choices before and after parallel stakeholder testing in early-stage product development. Drawing on 99 survey responses collected across two checkpoints in a 16-week interdisciplinary design studio, we used an inductive-deductive coding approach to map emergent themes to innovation frames of desirability, feasibility, and viability. Six themes emerged: desirability (primarily perceived play value) dominated pre- and post-test reasoning, while feasibility (simplicity/modularity) and viability (production cost, market potential) shaped secondary trade-offs. Parallel testing prompted revisions when stakeholder engagement or client cues contradicted expectations; many students retained choices when testing validated initial impressions or when novelty and social validation reinforced commitment. Quantitatively, 67% (35/52) revised at least one choice in checkpoint 1, and 19% (9/47) in checkpoint 2. Findings show how novices interpret limited evidence under uncertainty and how testing redistributes attention, further informing our understanding of design practices of prototype testing and decision-making.