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A Value Proposition of Converged Children's Design Education utilizing the ARCS motivation theory

  • Journal of Communication Design
  • Abbr : JCD
  • 2018, 62(), pp.185-196
  • DOI : 10.25111/jcd.2018.62.15
  • Publisher : CDAK Society of Communication Design
  • Research Area : Arts and Kinesiology > Design > Visual Information Design > Information Design
  • Received : December 11, 2017
  • Accepted : January 24, 2018

Kang, Jin 1 Jung Jungho 2

1전남대학교 시각디자인전공
2전남대학교

Accredited

ABSTRACT

Unlike developed countries, we can not find specific details of integrated education for design thinking processes in current curriculum. Thus, the basic education of childhood in current curriculum should be changed into the integrated education. According to this study, design education applied to ARCS motivation theory as a way to specify the direction of this education and understanding of converged education. ARCS theory would be able to expand easily the design thinking of children through immersion learning. However, it is somewhat difficult not only to apply the ARCS theory to one part of the curriculum consisting of an entirely linked process but also to determine its achievement of the educational objectives. So we restricted the study subjects while focusing on relatively short-term 'off-school' programs. We also reviewed the incompatibility if the specialized training is in the convergence program, and proposed improvements through an analytical model based on the ARCS elements. Therefore, I hope that this study will be valuable as a basis for the future development of children's design thinking and development of convergent curriculum.

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