School of Arts and Design, Qilu University of Technology (Shandong Academy of Sciences), Jinan, 250353, China.
School of Distance Education, Universiti Sains Malaysia, 11800, Penang, Malaysia.
Sci Rep. 2024 Jul 15;14(1):16267. doi: 10.1038/s41598-024-67223-2.
Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design.
可持续设计教育在培养工业设计专业学生的可持续意识和能力方面发挥着关键作用。本研究调查了他们的可持续发展水平、阅读文章时的阅读表现以及阅读过程中的注视模式。60 名工业设计专业的学生参与了这项研究。我们使用可持续消费测量量表评估了他们的可持续发展水平。在阅读理论和案例文章后，他们完成了测试，评估他们的回忆和观点分数。我们收集了眼动追踪数据来分析注视持续时间，并对注视转移进行滞后序列分析。根据他们的可持续发展得分，学生被分为高可持续性组和低可持续性组。女生表现出更高的可持续发展水平，有设计经验的学生在高可持续性组中表现更好。虽然回忆分数没有显著差异，但理论文章中高可持续性组的观点分数更高。与理论文章相比，案例文章的观点分数通常更高。高可持续性组在理论文章中有更长的注视持续时间，而案例文章中图像的注视持续时间更长。理论文章和案例文章的注视转移模式不同，前者表现为从图像到文本的转移，后者则表现为图像之间的转移。本研究为工业设计专业学生的可持续设计教育提供了有价值的见解。
