Art Design Major Students’ Performance and Perceptions towards Online Collaborative Project at a Chinese University
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Technology has a transformative impact on collaboration in the design industry. However, the impact of new technologies on collaborative learning in art design education remains limited. Art and design educators lack empirical evidence to guide students in effective online collaborative learning. This study investigated the impact of online collaborative technologies on art design students' learning performance and perceptions of collaborative learning. A quasi-experiment, coupled with a questionnaire survey, was conducted with 90 third-year art design students enrolled in a "Restaurant Design" course at a public university in China. The students were divided into an experimental group using Miro for online collaboration and a control group participating in face-to-face collaboration.
According to the data analysis results, the experimental group performed significantly better in the design process and design product than the control group, with no significant difference in design presentation performance. In addition, the results showed significant differences in perceptions between the experimental and control groups regarding peer interaction, student-instructor interaction, emotional engagement, and social presence in collaborative learning, while no differences were found in their perceptions of learning performance. The study demonstrated that online collaborative technology in art design education positively impacted student learning performance and collaborative experiences.
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