My research project is a continuation of my previous work on inclusive practices, focusing on the attainment gap and its relationship to student attendance and engagement, especially in light of the diverse circumstances students face outside of university. I teach digital design within the interior design course, where student evaluation is based on a portfolio that showcases their design process and final projects. Given the course’s emphasis on theoretical and visual communication, students need to develop strong digital communication skills and proficiency in relevant software—skills that significantly impact their grades and overall performance.
The digital design course is structured to support students from their first year, with weekly classes (one day from 10 a.m. to 1 p.m.) and one-on-one sessions from 2 to 3 p.m., along with supplementary materials available on Padlet and in the library to encourage self-learning. Despite the resources provided, I’ve observed a level of dissatisfaction among students, with many expressing a desire for more support. Low attendance and engagement suggest that something may be lacking in how we teach or in how students engage with the digital design material.
Through this research, I aim to understand these dynamics more deeply, ultimately to enhance the student experience and support them in achieving their best grades. This study will explore how we can improve teaching practices, address barriers to attendance, and foster greater student engagement in digital design classes