A Review on the Development of Chinese Graphic Design Education

The development of economy and industrialization further accelerates the pace of development of graphic design education.The educational system actively adopted two ways of“going out”and“inviting in”to communicate with the western world in graphic design(Zhang,2009).Chinese design began to re-examine its balance between globalization and localization after rapid absorption and international experience digestion.As for the negative influence,it led to the risk of developing short-sightedness in design education.Faced with unprecedented challenges,the graphic design industry was continually expanding its functions.The development of Chinese design cannot entirely rely on its own.There was no doubt that graphic design was indeed facing significant obstacles.The suggestions from the American Institute of Graphic Arts(AIGA)are set very high to achieve;the objectives will be excellent if academia can follow.A study aims to understand the overall curriculum and course design and how best to modify the general curriculum and course design to allow for industry practices changes and keep a close eye on the Chinese market's changing needs for design should be carried out.

Balance between education and game-play— A case study of design and optimization of the mini-game book classification

Purpose： Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy （IL） concepts and skills, this paper summarizes the basic strategies for striking a balance between education and entertainment for the designers of quality IL games. Design/methodology/approach： The project team recruited 10 college students to play the game and post-game group interviews revealed problems and optimization priorities. The optimized game was tested among 50 college students. Based on a comparison of testing results of the two versions of the game, basic strategies for designing quality 1L games were summarized. Findings： The following 5 basic strategies can effectively promote combination of education and entertainment： l） using adventure games to enhance gaming experience, 2） plotting an intriguing story to attract players, 3） motivating players to engage in game play with game components such as challenge, curiosity, fantasy and control, 4） presenting learning materials through game props, and 5） assigning players tasks to be completed with subject knowledge. Research limitations： The 5 basic strategies have been tested only in the development process of one game, and the book classification knowledge in the mini-game is limited to the 22 major categories of the Chinese Library Classification. Practical implications： University libraries may refer to our experience to design and utilize educational games to promote the IL education for college students. Originality value： Few empirical studies tested and summarized strategies for combining learning and fun in the design of IL games for university students. The 5 strategies, which are summarized in the process of design and optimization of the mini-game book classification, are valuable for other designers of IL games.

Does the smartest designer design better？ Effect of intelligence quotient on students＇ design skills in architectural design studio

Understanding the cognitive processes of the human mind is necessary to further learn about design thinking processes. Cognitive studies are also significant in the research about design studio. The aim of this study is to examine the effect of designers intelligence quotient （lOJ on their designs. The statistical population in this study consisted of all Deylaman Institute of Higher Education architecture graduate students enrolled in 2011. Sixty of these students were selected via simple random sampling based on the finite population sample size calculation formula. The students＇ IQ was measured using Raven＇s Progressive Matrices. The students＇ scores in Architecture Design Studio （ADS） courses from first grade （ADS-l） to fifth grade （ADS-5） and the mean scores of the design courses were used in determining the students＇ design ability. Inferential statistics, as well as correlation analysis and mean comparison test for independent samples with SPSS, were also employed to analyze the research data. Results indicated that the students＇ IQ ADS-1 to ADS-4 scores, and the mean scores of the students＇ design courses were not significantly correlated. By contrast, the students＇ IQ and ADS-5 scores were significantly correlated. As the complexity of the design problem and designers＇ experience increased, the effect of IQ on design seemingly intensified.