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dc.contributor.authorOzcan, Oguzhan
dc.contributor.authorYantac, Asim Evren
dc.contributor.authorO'Neil, Mary Lou
dc.date.accessioned2019-06-27T08:05:47Z
dc.date.available2019-06-27T08:05:47Z
dc.date.issued2009
dc.identifier.issn1462-6268
dc.identifier.issn1744-3806
dc.identifier.urihttps://hdl.handle.net/20.500.12469/1117
dc.identifier.urihttps://doi.org/10.1080/14626260902868129
dc.description.abstractIn today's interactive media design it is difficult for a designer to create aesthetic innovations and to break free from ordinariness. The most important factor limiting interactive media design aesthetics is that education seems to be more focused on following traditional rules of interaction design rather than innovative approaches. These rules limit creativity and often relegate design students to producing ordinary interface solutions. This is especially burdensome for us as teachers. In order to address this problem we developed an education model inspired by Lars von Trier's film Five Obstructions. We call this model 'breaking the rules'. In the 'breaking the rules' approach students produce within a range of probabilities design problem solutions in cases of total or partial visual/auditory/tactile obstructions. The most important outputs of the model are (1) to make design student think/look outside of the ordinary (2) to produce unusual solutions (3) to maximise design solutions with sound.
dc.language.isoEnglish
dc.publisherRoutledge Journals Taylor & Francis Ltd
dc.subjectInteractive media
dc.subjectDesign education
dc.subjectCreativity
dc.subjectBreaking rules
dc.subjectInnovation
dc.titleBreaking the rules in interactive media design education
dc.typeArticle
dc.identifier.startpage115
dc.identifier.endpage124
dc.relation.journalDigital Creativity
dc.identifier.volume20
dc.identifier.wosWOS:000266023400007
dc.identifier.doi10.1080/14626260902868129
dc.contributor.khasauthorO'Neil, Mary Lou


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