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\"Practice-Based Design Research provides a companion to masters and PhD programs in design research through practice. The contributors address a range of models and approaches to practice-based research, consider relationships between industry and academia, researchers and designers, discuss initiatives to support students and faculty during the research process, and explore how students' experiences of undertaking practice-based research has impacted their future design and research practice. The text is illustrated throughout with case study examples by authors who have set up, taught or undertaken practice-based design research, in a range of national and institutional contexts\"-- Provided by publisher.

Applications of artificial intelligence are used in almost all spheres of human activity. Their use in the educational process at all levels of education is no exception. The article discusses the possibility of using a new generation of artificial intelligence Midjourney tools in the process of training future designers. A review of 2022 releases for creating complex, abstract or photorealistic images Stable Diffusion, DALL-E 2 and Midjourney. The analysis showed that Midjourney is most suitable for using artificial intelligence tools as a methodological innovation in training. The presence of an extended instruction on the formation of a prompt for the generation of an image stimulates non-standard new ways of thinking and allows you to expand the imagination of future design specialists. Midjourney developers recommend structuring the prompt by Subject, Medium, Environment, Lighting, Color, Mood, Composition. You can also use images from the Internet or add your own images. Any subscriber gets access to the gallery of Midjourney members. A survey of art students was conducted regarding the formation of a description of the proposed images. The result of image generation according to the students’ description using the Midjourney tool is given. The analysis of the answers confirms our assumptions about the need to form fundamental knowledge of the principle of operation of the image generation application; insufficient knowledge in visual arts as such; low ability to integrate knowledge of, one might say, opposite fields - art and exact sciences (mathematics, artificial intelligence, etc.); the lack of skills in formulating a description of images through the expression of the main categories of visual art through the linguistic means of language, whether in English or in the mother tongue. Such a situation prompts the selection of methods and means for developing the ability to carry out a qualitative verbal description of images and the surrounding reality in order to popularize the possibility of using artificial intelligence technologies in the process of training future designers.

Purpose The fast pace of innovation and disruption in business processes and technology today requires employees of organizations to be continuously up-skilled and be able to adapt to changing practices. Training needs are becoming more personalized. Micro-learning and byte-sized training modules, easily accessible to employees, as and when required, are some of the major organizational needs. Training and development programs should be designed keeping in mind factors of employee engagement, involvement and extent of training transfer. The purpose of this paper is to explore whether artificial intelligence (AI) can lead training and development processes in organizations in the years to come. Design/methodology/approach The author has interviewed 27 HR and training professionals, in person, from across eight organizations in the FMCG, oil and natural gas and clothing and apparel industries. All these organizations have an annual turnover of greater than US$14.5m. A formal questionnaire was not followed since this research explores a new field in academia. Open-ended questions were used in the interviews, of which eight were common across all interviews. The mean interview duration was 25 min 33 s. The objective being to capture ideas and identify future trends, the analysis was done on a percentage basis and served as the foundation for a new training and development needs model for organizations. Findings Among the 27 HR/training professionals interviewed, 92.6 percent respondents believed that their organization/department requires knowledge management practices while 40.7 percent require the training content delivered to a fixed category of employees, to be updated continuously. Personalized learning was mentioned as a requirement by 63 percent of the respondents. In total, 92.6 percent HR/training professionals believed training programs should involve high employee engagement. In total, 51.9 percent would prefer on-the-go learning tools for their employees, while 33.33 percent respondents believed an intuitive e-learning interface would be useful for their organization/department. The findings also led to the foundation of an SIP model, which shall be useful in providing direction to AI systems in training and development practices. Research limitations/implications The paper opens up avenues for further research to be conducted in identifying the areas of impact of AI in training and development. It paves the way for researchers to quantify training effectiveness and measure it with the help of AI. Practical implications The objective of the paper is to explore the opportunities for AI in training and development practices. Having identified the opportunities, it shall drive the practice of using AI across industries. Originality/value The thoughts in the paper have been ideated by the authors organically. Relevant data points from referred sources have been cited to back up those thoughts.

With advances in Building Information Modeling (BIM), Virtual Reality (VR) and Augmented Reality (AR) technologies have many potential applications in the Architecture, Engineering, and Construction (AEC) industry. However, the AEC industry, relative to other industries, has been slow in adopting AR/VR technologies, partly due to lack of feasibility studies examining the actual cost of implementation versus an increase in profit. The main objectives of this paper are to understand the industry trends in adopting AR/VR technologies and identifying gaps within the industry. The identified gaps can lead to opportunities for developing new tools and finding new use cases. To achieve these goals, two rounds of a survey at two different time periods (a year apart) were conducted. Responses from 158 industry experts and researchers were analyzed to assess the current state, growth, and saving opportunities for AR/VR technologies for the AEC industry. The findings demonstrate that older generations are significantly more confident about the future of AR/VR technologies and they see more benefits in AR/VR utilization. Furthermore, the research results indicate that Residential and commercial sectors have adopted these tools the most, compared to other sectors and institutional and transportation sectors had the highest growth from 2017 to 2018. Industry experts anticipated a solid growth in the use of AR/VR technologies in 5 to 10 years, with the highest expectations towards healthcare. Ultimately, the findings show a significant increase in AR/VR utilization in the AEC industry from 2017 to 2018.

Ethical concerns regarding Artificial Intelligence (AI) technology have fueled discussions around the ethics training received by AI designers. We claim that training designers for ethical behaviour, understood as habitual application of ethical principles in any situation, can make a significant difference in the practice of research, development, and application of AI systems. Building on interdisciplinary knowledge and practical experience from computer science, moral psychology and development, and pedagogy, we propose a functional way to provide this training. This article appears in the special track on AI & Society.

Stroke has become one of the leading causes of death and long-term disability worldwide. Effective rehabilitation training is crucial for alleviating post-stroke sequelae and promoting functional recovery. However, traditional rehabilitation equipment is primarily designed for hospitals and rehabilitation centers, requiring patients to rely on medical staff for assistance and guidance, which results in high costs and prolonged treatment durations. Consequently, many already disadvantaged patients, due to mobility limitations or inadequate medical resources, miss the optimal rehabilitation period, potentially leading to permanent functional impairment. This study aims to design a home-based rehabilitation device that enables stroke patients to perform efficient and continuous upper limb rehabilitation training at home. First, the study employs the Kawakita Jiro Method (KJ) to identify user needs and utilizes the Analytic Hierarchy Process (AHP) to quantify the weight of key design factors. Next, the Quality Function Deployment (QFD) method is applied to translate user needs into specific design features. Finally, the feasibility of the design is evaluated using Fuzzy Comprehensive Evaluation (FCE). The results indicate that, compared to traditional devices, the proposed product supports remote monitoring and guidance from medical professionals while dynamically adjusting training programs based on patient needs, thereby enhancing rehabilitation effectiveness and providing new insights for optimizing home-based rehabilitation equipment.

This study explores generational differences in employee perceptions of virtual reality (VR) training within corporate settings. As immersive technologies become increasingly integrated into organizational learning, understanding how diverse age cohorts respond to VR is critical for effective implementation. Based on a quantitative survey of 121 employees who participated in VR-based training programs, the research investigates perceived benefits, limitations, and barriers across Generation Z, Millennials (Generation Y), Generation X, and Baby Boomers. The results reveal statistically significant differences between age groups in terms of perceived usefulness, intuitiveness, and physical comfort. Younger employees (especially Millennials) showed higher acceptance, technological confidence, and stronger engagement, whereas older participants, particularly Baby Boomers, reported lower confidence, greater discomfort, and higher skepticism. Key advantages identified include improved engagement, safe practice in realistic simulations, and better knowledge transfer. However, barriers such as physical side effects, low digital literacy, limited prior exposure, and reduced personal interaction with trainers remain prominent, especially among older cohorts. Correlation analysis further demonstrated strong links between supervisor support, digital readiness, and positive training outcomes. Findings also highlight that while VR can enhance job performance and motivation, successful implementation requires addressing generational expectations, providing sufficient onboarding, and offering targeted support. This study contributes to the growing body of research on immersive learning by emphasizing the role of intergenerational dynamics in technology acceptance and training effectiveness. The insights offer practical implications for HR professionals, trainers, and instructional designers aiming to develop inclusive, adaptive VR-based training that meets the needs of a multigenerational workforce.

Sound delivery is a key aspect of immersivity in virtual and augmented reality (VR/AR), with studies hinting at a correlation between users’ ability to locate sounds around them and the ‘feeling of being there’. This is particularly true for WebVR, a method of delivering immersive experiences through a local web browser that has recently captured attention in multiple industries. In WebVR, audio is the main spatial cue. Designers need to select the correct number of sound sources so that users perceive the location of incoming sound correctly. Information on how users localize sound is essential. Sound localization experiments, so far, have been run only in empty spaces or closed rooms, without clear indications for designers in WebVR. Thus, in this study, we investigate sound localization directly through WebVR. To do so, we designed a traditional empty room for training and a city-like virtual environment for testing purposes. In our paper, we also discuss key design parameters, differences in perception for vertical and horizontal directions, the impact of training, and the role of changing virtual environments. In addition, we introduce and test a new sound cue along with the traditional pink noise sound to measure and explore the impact of different sound cues in different environments. The results demonstrate the potential of exploring sound localization using WebVR, and our study will support the development of virtual experiences in human-computer interaction that may be able to reach a large number of participants using a local web browser.

Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.