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Gaps between reflection frameworks and students’ practice: implications for design education

Published online by Cambridge University Press:  16 May 2024

Akira Ito ,
Yuki Taoka ,
Echo Wan ,
Malak Sadek ,
Celine Mougenot  and
Shigeki Saito
Akira Ito*
Affiliation:
Tokyo Institute of Technology, Japan
Yuki Taoka
Affiliation:
Tokyo Institute of Technology, Japan
Echo Wan
Affiliation:
Imperial College London, United Kingdom
Malak Sadek
Affiliation:
Imperial College London, United Kingdom
Celine Mougenot
Affiliation:
Imperial College London, United Kingdom
Shigeki Saito
Affiliation:
Tokyo Institute of Technology, Japan
*
[email protected]

Abstract

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This paper aims to identify gaps between the reflection frameworks and students’ practice. Through a systematic literature review (PRISMA) and a qualitative survey of students, 12 reflection frameworks were reviewed, and the 13 challenges students faced at design projects in two design schools were identified. The results indicate three gaps between theory and students’ practice: skills of designers, granularities of reflection items, and supports of bridging reflection to next actions. This study provides insights for future development of support tools to bridge the gaps in design education.

Keywords

design guidelinesengineering designreflectionsystematic review
Type
Design Education
Information
Proceedings of the Design Society , Volume 4: DESIGN 2024 , May 2024 , pp. 2865 - 2874
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2024.

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