School of Art and Design - Te Kura Toi a Hoahoa

Permanent link for this collection

https://hdl.handle.net/10292/857
Research within the School of Art and Design brings together visual artists, spatial designers, fashion designers, filmmakers, curators, entrepreneurs, graphic designers, digital designers, product designers and other cultural practitioners from New Zealand and around the world to work on expanded notions of art and design through creative-led research. Their research disciplines and study areas include: Visual Arts, Graphic Design, Spatial Design, Product Design, Digital Design, Fashion and Textile Design, and across disciplines.

Browse

Recent Submissions

Now showing 1 - 5 of 338
  • Thumbnail Image
    Item
    Modes of Meaning: Multimodal Media & 4E+ Cognition in Tech-Enhanced Learning
    (Tuwhera, AUT Library, 2024-04-17) Smith, James; Aguayo, Claudio
    This presentation proposes an approach to designing technology-enhanced learning (TEL) through the strategic integration of diverse multimodal media forms within a framework informed by the 4E+ view of cognition. The 4E+ cognition framework emphasises the embodied, embedded, enactive, and extended nature of cognition, suggesting that cognition is not solely confined to the brain but extends into the environment while involving the body's interactions with that environment (Carney, 2020; Jianhui , 2019; Menary, 2010; Newen, et al., 2018). In this theoretical context, our study explores how the combination of various modes of media, such as immersive technologies, digital interactive elements, real-world analogue creations, audio, sound, images, videos, animations, text, and the surrounding environment can be orchestrated to create sensorially rich, and more meaningful learning experiences (Gilakjani, et al., 2011; Philippe, et al., 2020; Sankey, et al., 2010). For example, mixed reality (XR) learning design combines immersive media forms to support multi-sensory and expanded cognitive learning (Philippe et al., 2020; Rakkolainen et al., 2021; Villalobos & Videla, 2023). Other relevant approaches include gamification and transmedia storytelling methods (Doumanis et al., 2019; Perry, 2020). By leveraging different modalities, educators can design learning materials that engage learners with different sensory activations and presentation methods (Bouchey et al., 2021). This approach can cater to the 4E+ view of cognition, and subsequently enhancing knowledge acquisition and retention. Examples from our own practice and research (such as the Explora: Chile es Mar, Pipi’s World and O-Tū-Kapua XR learning experiences), as well as current educational examples (Bouchey et al., 2021; Philippe, et al., 2020), demonstrate how multimodal media integration facilitates deeper engagement, critical thinking, and a more holistic understanding of complex concepts. Furthermore, we discuss practical strategies for educators to implement these principles in their TEL design, highlighting the potential of aligning multimodal design choices with the 4E+ cognitive framework. Ultimately, we advocate for a shift towards a more inclusive and effective approach to technology-enhanced learning - one that embraces the diversity of human cognitive processes and leverages multimodal media to communicate meaningful knowledge in ways that resonate with learners' cognitive structures and experiences. Multimodal methods, when aligned with the distributed 4E+ view of cognition, can make TEL appeal and resonate on deeper levels to engage across various sensory, environmental and communication modes. This type of approach acknowledges the diversity of ways that humans process and understand phenomena, and how more effective learning can occur when multiple ways of knowing are engaged and communicated to. Furthermore, through this method, inclusivity can be heightened for students with diverse cultural, neurological or other backgrounds (Anis & Khan, 2023; Boivin & CohenMiller, 2022). Emerging research shows the potential of the 4E+ approach to meet the needs of learning in 21st century technological environments (Videla & Veloz, 2023; Villalobos & Videla, 2023). This presentation contributes to the literature by examining TEL design through a multimodal media lens. It highlights how the holistic 4E+ framework can more effectively and meaningfully engage students than computational, monomodal and bimodal uses of technology in educational settings.
  • Thumbnail Image
    Item
    Using Qualitative Comparative Analysis to Identify Complex Solutions and Optimal Combinations of Conditions Influencing COVID Vaccine Acceptance: A Primer for QCA
    (SAGE Publications, 2023-08-09) Brush, GJ; Guo, X; Hunting, A; Frethey-Bentham, C
    Quantitative studies in marketing are dominated by variance-based approaches. These have limitations for understanding macromarketing outcomes that often derive from different combinations of causal conditions, and where factors productive of the same outcome may be different from those impeding it. In this paper we draw on set-theoretic theory and propose qualitative comparative analysis (QCA) as an analytical method able to complement and extend macromarketing research programs. Fuzzy-set QCA is used to explore combinations of conditions influencing COVID vaccine adoption, with readers provided with detailed guidance through the process and current best practices. We consider a number of important but often neglected issues in fuzzy-set QCA; outlining how to conduct robustness checks, appropriateness of a two-step approach, identifying individual cases with specific conditions for further analysis, and examining the problems and opportunities provided by irrelevant cases and contradictions. A summary of macromarketing issues that may benefit from QCA, and recommended practices for conducting a QCA, are provided.
  • Thumbnail Image
    Item
    Thinking Through Colour: Designing a Collaborative Paint-Based Co-design Method
    (Informa UK Limited, 2024-02-25) Sames, Hannah; Reay, Stephen; Khoo, Cassandra; Terry, Gareth
    This study describes the development of a paint-based toolkit, which explored how thinking through the act of painting, colour choices and mark-making might enhance meaningful conversation. Painting methods were valuable in creatively engaging patients and staff in co-design activities and helped them consider the focus topic of what ‘care’ looked like and meant to them. As such, we illustrate how a ‘simple’ creative activity can be used to help uncover different perspectives and sense-making around a shared focus. We hope that such an approach may support people to come together to help challenge the boundaries of what insight-driven healthcare might look like.
  • Thumbnail Image
    Item
    Fashion Design Process
    (Te Pukenga, 2023-11-30) Johnson, Leica
  • Thumbnail Image
    Item
Items in these collections are protected by the Copyright Act 1994 (New Zealand). These works may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:
  • Any use you make of these works must be for research or private study purposes only, and you may not make them available to any other person.
  • Authors control the copyright of their works. You will recognise the author’s right to be identified as the author of the work, and due acknowledgement will be made to the author where appropriate.
  • You will obtain the author’s permission before publishing any material from the work.