| dc.contributor.author | Hansen, Stig Møller | en_US |
| dc.contributor.editor | Tarini, Marco and Galin, Eric | en_US |
| dc.date.accessioned | 2019-05-05T17:46:20Z | |
| dc.date.available | 2019-05-05T17:46:20Z | |
| dc.date.issued | 2019 | |
| dc.identifier.issn | 1017-4656 | |
| dc.identifier.uri | https://doi.org/10.2312/eged.20191027 | |
| dc.identifier.uri | https://diglib.eg.org:443/handle/10.2312/eged20191027 | |
| dc.description.abstract | This study aimed at assessing graphic design students' preferences for learning to help design school educators teaching Creative Coding programming courses adapt their teaching style to account for the way their students learn. The Felder- Soloman Index of Learning Styles (ILS©) was administered to 77 bachelor-level graphic design students. Compared to students in technical fields, the graphic design students differed by being considerably more intuitive, with an increased preference for active and visual learning. Based on these findings, specific recommendations and issues for educators to consider are presented. | en_US |
| dc.publisher | The Eurographics Association | en_US |
| dc.title | Assessing Graphic Designers' Learning Style Profile to Improve Creative Coding Courses | en_US |
| dc.description.seriesinformation | Eurographics 2019 - Education Papers | |
| dc.description.sectionheaders | Tool up for CG Education | |
| dc.identifier.doi | 10.2312/eged.20191027 | |
| dc.identifier.pages | 41-44 | |
