온·오프라인 교육 환경에서 디자인 크리틱의 학습자 참여도 비교 연구

초록

Background: Since the COVID-19 pandemic, design education has rapidly expanded from physical studios to digital platforms, fundamentally altering the psychological mechanisms and communication dynamics experienced by learners during “Design Critique.” This study aims to analyze the impact of on-and off-line environments on learners’ Psychological Safety and Social Presence within the high-risk interaction context of design critique. Methods: A retrospective survey was conducted with 200 design students who experienced both environments, and the data were analyzed using a paired sample t-test. Results: The findings indicate that online environments offer a significant advantage in Psychological Safety by providing a “protective barrier” that reduces the fear of criticism during the initial ideation phase. In contrast, offline environments excel in Social Presence, facilitating emotional bonds and the transmission of tacit knowledge through physical proximity. A “Crossover Effect” was identified across design process stages: learners prefer online environments for initial Ideation to lower self-censorship, but overwhelmingly favor offline environments for the final Delivery stage to satisfy their need for professional recognition. Conclusion: Based on these empirical results, this research proposes a Phase-dependent Hybrid Critique Model that strategically integrates online platforms for divergent ideation and offline studios for evaluative synthesis to optimize the quality of future design education.

키워드