OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Art & Design Education is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic	39
Together but Apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education	26
Online Design Education: Meta‐Connective Pedagogy	24
3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education	23
Developing Museum Education Content: AR Blended Learning	18
What Works in the Architecture Studio? Five Strategies for Optimising Student Learning	12
‘Females Don’t Need to be Reluctant’: Employing Design Thinking to Harness Creative Confidence and Interest in STEAM	11
Involving Cultural Sensitivity in the Design Process: A Design Toolkit for Chinese Cultural Products	11
Experiential Learning in Basic Design Studio: Body, Space and the Design Process	11
The Impact of Multimedia Effect on Art Learning: Eye Movement Evidence from Traditional Chinese Pattern Learning	10
Evaluating Online Learning Practice in the Interior Design Studio	9
Creating Spaces for Collaboration in Community Co‐design	9
Conceptualising Art Education as Environmental Activism in Preservice Teacher Education	9
The Impact of COVID‐19 Lockdown on Design Students’ Performance Case Study in the UAE	8
Designing a New Empathy‐Oriented Prototyping Toolkit for the Design Thinking Process: Creativity and Design Sensibility	7
Predicting Academic Success: A Longitudinal Study of University Design Students	7
The Shock of the New	7
Designing Learning Outcomes in Design Higher Education Curricula	7
Taking Art School Online in Response to COVID 19: From Rapid Response to Realising Potential	7
Rethinking Fabric: The Application of Fabric Manipulation Techniques in Fashion Design Education	6
Aconcagua Fablab: Learning to Become with the World through Design and Digital Fabrication Technologies	6
Expanding Studio Boundaries: Navigating Tensions in Multidisciplinary Collaboration within and beyond the Higher Education Design Studio	6
Art Education and Development Cooperation: A Project in Educational Centres for Children with Special Needs in India	6
Productive Uncertainty: The Pedagogical Benefits of Co‐Creating Research in the Design Studio	6
Engaging Young Children and Families in Gallery Education at Tate Liverpool	5

Tacit Knowledge in Painting: From Studio to Classroom	5
Challenges and Opportunities: Creative Approaches to Museum and Gallery Learning during the Pandemic	5
Tearing Down Walls, Opening Doors: Teaching an Art History College Course in Jail During Covid	5
Scientific Phenomenology in Design Pedagogy: The Legacy of Walter Gropius and Gestalt Psychology	5
An Investigation into a Digital Strategy for Industrial Design Education	5
Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme	5
Talking to Art and Design Students at Home: Evaluating the Differences in Student Engagement Online	5
Metaverse‐Based Learning Through Children's School Space Design	5
‘Getting Hands On with Other Creative Minds’: Establishing a Community of Practice around Primary Art and Design at the Art Museum	5
Creative Arts Personal Pedagogy vs Marketised Higher Education: A battle between values	5
Drawing with Art‐Well‐Being: Intergenerational Co‐Creation with Seniors, Children and the Living Museum	5
An Unexpected Shift to an Online Design Studio Course: Student Insights on Design Critiques	4
Discovery from Discomfort; Embracing the Liminal in Auto‐Ethnographic, Biographical and Arts‐Based Research Methods	4
‘You just feel more relaxed’: An Investigation of Art Room Atmosphere	4
Teacher as Conceptual Artist	4
An Interrogation into the Need for a New Definition for the Artist‐Teacher in Adult Community Learning	4
Editorial: Discomfort Zones	4
Gender‐Based Differences in Academic Achievement in a University Design Program	3
Collaboration is Uncomfortable	3
Making on the Move: Mobility, Makerspaces, and Art Education	3
Encounters among Environmental Education and Eco‐Art in the Anthropocene	3
Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework	3
(Re)Considering Pedagogy – Entangled Ontology in a Complex Age: Abstraction Pedagogy and the Critical Pedagogical Importance of Art Education for Other Discipline Areas	3
Innovating through Hybridisation: Art‐Based Pedagogy in Leadership Development	3
Learning about Colour – the Legacy of the Bauhaus Masters	3
Decolonising Design Education through Playful Learning in a Tertiary Communication Design Programme in South Africa	3
Expanding from the Small Screen – Arts Practice for Affective Digital Presence	3
Learning Generative Design Methods: Higher Education Students Developing Toolkits	3
Art & Archaeology: Uncomfortable Archival Landscapes	2
Visual Instruction to Enhance Teaching of Technical Subject to Design Students	2
How Does the Design Guidelines for Traditional Cultural Artefacts Inspire Design in a Culturally Inspired Design Process? A Comparative Study with Novice Design Students	2
Artistic Techniques in Heritage Education: An Exploratory SHEO‐Based Study	2
Among Facilitators, Instructors, Advisors and Educators – How Teachers Educate for Sustainability in Design and Craft Education	2
Form Development from 2D to 3D: The Basic Design Courses for Higher Education	2
A Cognitive Learning Account of the Avoidance, Omission and Exaggerated Phenomena and Expressions in Young Adolescents’ Drawings of the Human Figure in the Visual Culture Art Education Context	2
What Artists Want, What Artists Need: A Critical History of the Feral Art School, Hull, UK 2018 – Present	2
The Design Brief as a Creativity Catalyst in Design Education: Priming through Problem Statement	2
‘Stream and Learn’: An Experiment to Reconnect Design Students with Theoretical Contents during the Pandemic	2
Incorporating United Nations 2030 Sustainable Future Agenda into the Architectural Studio: A Graduation Studio Case	2
Revisiting the Conceptual Domain: Educational Knowledge and the Visual Arts	2
Valuing and Supporting Introverted Students in the Virtual Design Classroom	2
Qualified Satisfaction: First‐Year Architecture Student Perceptions of Teamwork	2
Dissensus, Street Art and School Change	2
Learning with the Natural Environment: How Walking with Nature Can Actively Shape Creativity and Contribute to Holistic Learning	2
Developing Empathy Through Design Thinking in Elementary Art Education	2
‘Core Subjects’ Policy and Arts Education for the Rich	2
‘It Is You in My Picture!’ A Holistic Approach toSix‐Year‐OldChildren’s Art Experiences	2
Participatory Stakeholder Engagement in Design Studio Education	2
Aesthoecology and Its Implications for Art and Design Education: Examining the Foundations	2
Portfolio Literacy and the Transition to Work for Graphic Design Graduates	2