A Comparative Study of Teaching Process of Presenting Product Sketch Design of Industrial Design Program

This research studies the teaching process of idea communication for industrial product design sketching. The objective of this research is to make a comparative study on the efficiency of two teaching processes between teaching with detailed information and teaching with conceptual frameworks for groups of students who have different learning aptitudes; which are an aptitude in theoretical subjects or an aptitude in practical subjects. The study also included differences in learning styles of the industrial design program undergraduate students. The researchers came up with an experiment of creating sketch design ideas for a product in which the researchers classified the students’ learning processes from curriculum subjects and academic achievements. The results found that curriculum subjects and students’ learning aptitude can be grouped into two major groups: students who have accumulated scores in theoretical subjects and students who have accumulated scores in practical subjects. These two groups of students have different aptitudes in sketch design idea communication processes: a process of sketching with given detailed information and a process of sketching with given conceptual framework. Although these are different processes, the teaching and learning of these two product design processes have the same objectives: to create design ideas and to support design creativity by using the concept of interaction between the brain, hands and shapes that appear on paper to present the sketch product and to guide the teaching and learning of industrial product design, suitable for students who have different characteristics and help increase their academic achievements.


Introduction
The teaching and learning of product design will develop the knowledge and skills of the students making creative designs.This requires integration of knowledge in science, technology and art by emphasizing creativity and the development of design concepts related to differences in outward appearance and with consideration for function, value, and appearance of the product, including form and size (Soodsang, 2005); in this way it is possible to create products that will maximize the benefit for both consumers and manufacturers.Sahachaisaeree (2004) states that designers usually work with forms and shapes.Though designers usually apply the "Elements of Design" and "Principles of Design" when creating a product, the experts will also apply strategies and skills which they have accumulated through interaction between brain, hands and shapes that appear on paper.(Laseau, 2001) calls this process "Graphic thinking" which is consistent with the Design development spiral of Zeisel.The process of Graphic thinking begins with the images that appear in the brain and are transferred via the hand onto paper; the brain then interacts with these basic ideas on paper through the eyes to further analyze and adjust; then the brain will apply more changes through the hand onto the paper.These processes will happen again and again until the designs are completed The characteristics of the Design development spiral is that after completing the basic designs, the designers will alter the original ideas and develop them into the most suitable one (Sahachaisaeree, 2004;Zeisel, 1981).Thus, developing design skills is very important for analyzing products and developing creative idea solutions (Authority, 2013).In addition, conceptual design is an important element and factor that generates design creativity, new styles and uniqueness of products.Also, a systematical design concept will enable the designer to create products that follow the procedures of the teaching-learning process of product design and allows them to create products effectively.Therefore, the teaching-learning process of product design must include practice drawing product sketches in order to present design ideas.Untrained students with different learning skills have to rely on techniques and an appropriate teaching process to be successful in their studies.In general, learning from experience (Experiential Learning Cycle Theory), Kolb (1984) explains that each student learns something new from experience which intends to encourage the student to use his/her acquired knowledge and to increase this knowledge and the ability to use the design skills; this can be done by providing the opportunity for students to have concrete experiences.The industrial design classes have teaching techniques that are different from other classes because it has a curriculum comprising both theoretical lectures and practical training for Design Projects.Students can find their own learning principles by making mistakes; as a result, each student would have different learning processes, perception and behaviours.In the past, teaching techniques usually were based on a teacher-centred approach, which is a technique in which the teacher organizes and

Correlation Coefficient between grade performance and subjects
From examining the academic performance of students in each subject, the relationship between the student's grade performance and the subjects are found by computing Pearson's correlation coefficient (r) between each pair of subject variables and it shows a statistically significant relationship between each pair of variables, having a coefficient of correlation greater than 0.5; the details are shown in Table 2 .000****.Correlation is significant at the 0.01 level (2-tailed).

Factor analysis to determine the groups of aptitude indicators
The subject variables are grouped by Factor Analysis method to find groups of aptitude indicator factors.By using the academic achievement of 4 classes of industrial design students which included 3 classes of already graduated students, and students who currently are in their last year of the program, it is found that the factor loading is medium; as a result, it is unable to find Factor Indicator Variable.Thus, the researchers use the Equamax Rotation instead and find 2 main factor groups of theoretical subjects; there are 10 subjects in this group as follows:

Exploratory factor analysis of students' aptitude
The following displays statistics data used to group the students by using Cluster Analysis to find the aptitude indicator factors; using the academic achievement of 65 students of the last year industrial design program and this should be consistent with factor analysis.From the analysis, it is found that 30 students are put into one group due to their accumulated scores in theoretical subjects and 35 students are put into another group due to their accumulated scores in practical subjects; the details are shown in Table 4.

Discussion
Teaching processes have an impact on design idea communication processes: important elements and guidelines for the systematic designing process; it can also be used as a designing frameworks.Applying the information based on the conceptual ideas helps the designs to achieve the objectives.Each designer would have different design ideas, aptitude and design processes, the researchers found learning subjects and students' aptitude can be divided into two groups which are students that have accumulated scores in theoretical subjects and students that have accumulated scores in practical subjects.The group of students with accumulated scores in theoretical subjects would have an aptitude in the idea sketch design transferring processes that give detailed procedures and scoring criteria because this group of students would have systematical planning and work in detailed sequences.On the other hand, the group of students that have accumulated scores in practical subjects would have aptitude in idea sketch design transferring processes that are not given details and scoring criteria since this group of students like freedom of thinking and can learn from their mistakes and learn from the complicated situations, these students can analyze the stories and scenarios and turn into design ideas.From these sketch design tests, it is found that although these two tests have different details and processes, they both support design creativity concepts.Also, they have to use the thinking process that derives from the brain, eyes and hands.The difference between these two processes affect learning and teaching industrial design (Sahachaisaeree, 2004).Also, the academic achievement of the students who have different aptitude indicators factor would have an impact on design idea transferring processes and skills in industrial design (Soodsang, 2005).In the present, students have many different conceptual design processes which may due to their former knowledge and access to knowledge in the form of criticism, knowledge synthesis and self-exploration, awareness of the difficulty and complexity of design, as well as the differences in individual which are differences in terms of learning styles, design ability and communication skills (Adi, 2015).

Table 2 .
. Pearson Correlation Coefficient between grade performance and subjects.

Table 4 .
Grouping students based on their aptitude by using Cluster Analysis

Table 5 .
The average score and the comparison between Sketch Design 1 and Sketch Design 2