Key Factors in Integrated Outcomes of Product–Visual Convergence Design Education

Dong Ik Shin; Kyongju Kim

doi:10.21086/ksles.2026.2.33.1.041

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2026 Vol.33, Issue 1 Preview Page Next Page

Research Article

Key Factors in Integrated Outcomes of Product–Visual Convergence Design Education 융합디자인 교육 운영과 통합 성과 핵심 요인 분석: 제품·시각 디자인 융합수업 사례를 중심으로

28 February 2026. pp. 41-53

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Abstract

Contemporary design practice requires integrative solutions beyond single disciplines. This study evaluates a Convergence Design studio integrating Product Design (PD) and Visual Design (VD). The model structures competencies using a Knowledge–Skill–Attitude (K–S–A) framework. A team-based course delivered over a semester was implemented with senior undergraduate design students. Students were categorized by prior background: PD-dominant, VD-dominant, or Balanced. Mixed methods combined K–S–A pre/post surveys with instructor and expert evaluations. Overall convergence competencies improved across CD-K, CD-S, and CD-A. Attitude—communication, role negotiation, and coordination—most strongly drove integrated outcomes. Balanced teams performed well, but mixed teams also succeeded when collaboration attitudes were strong. Students developed “mutual translation” between product structure and visual narrative, informing studio design.

Keywords

Convergence Design Education

Product–Visual Design Integration

K–S–A Competency Framework

Attitude-Based Collaboration

Team-Based Studio Learning

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Information

Publisher :The Korean Society of Living Environmental System
Publisher(Ko) :한국생활환경학회
Journal Title :Journal of The Korean Society of Living Environmental System
Journal Title(Ko) :한국생활환경학회
Volume : 33
No :1
Pages :41-53
Received Date : 2026-02-12
Revised Date : 2026-02-18
Accepted Date : 2026-02-21
DOI :https://doi.org/10.21086/ksles.2026.2.33.1.041

Journal of The Korean Society of Living Environmental System ISSN:1226-1289(Print) 한국생활환경학회

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