Hoa Vo

By Abimbola O. Asojo, Hoa Vo, Suyeon Bae, Chelsea Hetherington, Sarah Cronin and Judy Myers

This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school community well-being. The authors’ present findings and hope the article can serve as a model for educators interested in community building service-learning projects in school environments.

Part of the book: Ultimate Guide to Outpatient Care

By Hoa Vo and Peter Huesemann-Odom

Current research in design education showed that experiencing virtual reality (VR) in learning led to higher creativity in students. However, some studies showed only a partial impact of VR on student creativity. Using video data analysis (VDA), the authors examined a half-an-hour excerpt of the recorded VR learning experience from a previous study on interior design students (n=13). The authors sought an explanation for the partial impacts of VR on students’ creativity via observing and interpreting one participant’s (a) interaction with VR and (b) the context of the virtual environment. VDA analysis results indicated that the implemented VR technology was intuitive for a fundamental learner yet required time and practice to gain advanced skills. Exploration time was also necessary for students to fully demonstrate the novel, resolution, and style aspects of creativity in their works. The implication is that the partial impact of VR on creativity found in the previous study might be due to the constraints of time and expertise of students (i.e., learn and explore), not VR technology per se. Educators and institutions wishing to include VR in their curricula should allow students ample time and access to VR applications and headsets to practice and sharpen their expertise.

Part of the book: Technology in Learning

By Abimbola O. Asojo, Lesa M. Covington Clarkson and Hoa Vo

Maker spaces engage students in learning by empowering them to explore ideas and problem-solving in a hands-on environment using digital and/or physical modalities. Design-based programs like this can increase learning by fostering student autonomy and promoting problem-solving and sensemaking. Our interdisciplinary team of researchers at this Midwest university, in conjunction with community partners, offered a program targeted at underrepresented and minority students in a school zone with an exceptionally high educational achievement gap, one of the worst in the nation. Our state ranks 48th and 50th in the high school graduation rates for African American and Hispanic students, respectively. Our work focused on design and mathematics learning and on using maker spaces to bridge the digital divide to create opportunities for underrepresented students. This chapter describes how we developed a culturally responsive pedagogy for underrepresented K-12 students to learn about design and mathematics. We share some short-term outcomes of providing equal access to immersive curricula to underrepresented students, and describe how we bridged learning losses due to the impact of the COVID-19 pandemic.

Part of the book: Pedagogy, Learning, and Creativity