Kyushu University [LOH LEON (Assistant Professor) Faculty of Design, Department of Design Futures]

LOH LEON

Last modified date：2023.11.21

Assistant Professor / Department of Design Futures / Faculty of Design

Papers

1.	Moe SHIMOMURA, Leon LOH, Yanfang ZHANG and Noriko TAKANO, Requirements for teaching materials for high school students who are unfamiliar with the design process , Proceedings of the 25th International Conference on Engineering and Product Design Education (E&PDE 2023), https://doi.org/10.35199/EPDE.2023.55, 2023.09, This study evaluated the worksheets used in the Sustainable Development Goals (SDGs) Challenge Project from the students’ perspective and identified requirements for teaching materials to help students who are unfamiliar with design-based learning learn about the SDGs. We analysed students’ and teachers’ feedback in worksheet surveys. The findings revealed that the ideation process was the most difficult aspect for high school students. The reported reasons were categorised as originality, idea diversification, idea convergence, consistency with problems, feasibility, specificity, iterability, complexity, and procedure. Teachers mentioned that students did not sufficiently focus on problem identification, causing subsequent difficulties in the ideation process. Teaching material should meet the following requirements: (1) demonstrating methods for diversification and convergence of ideas to specify scaffolding, (2) clear goal setting in the problem identification process, and (3) iterability to allow for change according to the design process..
2.	Yanfang ZHANG , Christian CRUZ , Leon LOH , Moe SHIMOMURA and Noriko TAKANO, Research on support methods for high school teachers educating SDGs while utilizing design methods, Proceedings of the 25th International Conference on Engineering and Product Design Education (E&PDE 2023), https://doi.org/10.35199/EPDE.2023.53, 2023.09, As society slowly moulds the planet into a sustainable world in response to natural disasters and social injustices, human resources must be fashioned to meet the new challenges that such a future requires. The Sustainable Development Goals (SDGs) are obstacles that nations strive to achieve, and it is necessary to teach younger citizens how to accomplish them. This study approaches this type of education in a novel manner by applying design thinking. An SDGs Challenge project took place in a high school with support from a university to identify problems in SDGs education, devise a strategic support plan to carry out this specialized education, and observe the effects of such an implementation all while using a design approach. It was found that there are specific issues that arise in inquiry-based learning that must also be addressed in a unique way. The support system created through the project showed instructing educators to utilize design thinking improved their abilities to teach students, and also improved students’ output in identifying and solving SDGs related problems. The results show how much of an impact the design methodology can have on education and the positive implications for applying such teaching support methods in high schools worldwide..
3.	Chen ZONG, Leon LOH, Noriko TAKANO, Moe SHIMOMURA and Yanfang ZHANG, Educational resources to improve Japanese high school teachers' facilitation abilities in problem identification and ideation activities, Proceedings of the 25th International Conference on Engineering and Product Design Education (E&PDE 2023), https://doi.org/10.35199/EPDE.2023.21, 2023.09, This study aims to clarify the necessary interventions for supplementing teachers’ knowledge and skills related to the design process to facilitate the design-based activities in the SDGs Challenge Project. Using a qualitative approach and the SDGs Challenge Project as a case study, this study analysed teachers’ feedback before the project started and post-lesson surveys to determine the difficulties teachers have faced in facilitating the design process in 2021 and 2022. The findings showed that teachers have difficulties understanding design thinking, inadequate facilitation skills, limited content knowledge, and unfamiliarity with the worksheets provided. The educational resources for teachers to guide the design process in this project are necessary. The new educational resource should offer knowledge and the methodology of the design process. In addition, resources on pedagogical strategies to facilitate the design thinking is required. Exemplars of student outcomes for each design task and clear explanations of the purpose of each task is also necessary as a resource..
4.	Xinyu WANG, Leon LOH and Keita SERA, Challenges of teachers to integrate ESD design activities in technology education in Japanese public junior high schools, Proceedings of the 25th International Conference on Engineering and Product Design Education (E&PDE 2023), https://doi.org/10.35199/EPDE.2023.23, 2023.09, The study aims to clarify teachers’ challenges in Technology Education (TE) when implementing Education for Sustainable Development (ESD) design activities into the curriculum in Japanese public junior high schools. The current research is conducted as a case study. The main participants of this study were four TE teachers currently teaching in public junior high schools in Nara City, Japan. A questionnaire survey for TE teachers and a field survey were conducted. According to the findings, the main barriers faced by teachers are a low understanding of ESD and design, low motivation to implement ESD design activities, insufficient teaching materials, and limited teaching time, which prevent TE teachers from integrating ESD design activities into the curriculum as new learning content. A suggestion proposed is that the current TE curriculum can be redesigned through project-based learning (PBL) to regroup and integrate all the learning contents into ESD design activities. Therefore, this study provided a possible new framework for redesigning a new TE curriculum..
5.	LOH Wei Leong, Leon, Evaluation method for assessing students’ quality of critical thinking in the ideation process through design journals, Proceedings of the 25th International Conference on Engineering and Product Design Education (E&PDE 2023), https://doi.org/10.35199/EPDE.2023.56, 2023.09, This study aims to conceptualise an evaluation method to assess students' quality of critical thinking during the ideation process through design journals. The critical thinking model by Paul and Elder is used as a foundation to create a means to evaluate students' critical thinking. This study creates a case study using the self-study approach as a purposeful sampling strategy. As a self-study approach, the author's experience in conceptualising an evaluation method to assess students' quality of critical thinking documented in the design journal was examined. Using a design journal from a Singapore secondary school, the author presented a method to contextualise the intellectual standards based on teachers' expectations for the design project. The intellectual standards are used to evaluate the reasoning process of the student through the documentation in the design journal..
6.	Yanfang Zhang, Wei Leong Loh, Noriko Takano, Moe Shimomura, Christian Cruz, IDENTIFYING ISSUES IN TEACHING THE PROBLEM-FINDING STAGE FACED BY INSTRUCTORS: A CASE STUDY ON SDGS CHALLENGE PROJECT IN HIGH SCHOOL, Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), https://doi.org/10.35199/EPDE.2022.58, 2022.09, The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the ‘Period for Inquiry-Based Cross-Disciplinary Study’ (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent..
7.	Wei Leong Loh, Noriko Takano, Moe Shimomura, Yanfang Zhang, INTERVENTIONS REQUIRED TO SUPPORT JAPANESE HIGH SCHOOL TEACHERS TO FACILITATE DESIGN-BASED PROJECTS, Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), https://doi.org/10.35199/EPDE.2022.47, 2022.09, This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukosho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process..
8.	Leon LOH, Miki OGO, Yanfang ZHANG, Noriko TAKANO, & Moe SHIMOMURA, Readjusting design education for Japanese high school students during the Covid-19 pandemic: A case study to investigate students’ attitude in using online whiteboard for group discussions during design activities, [ ] With Design: Reinventing Design Modes: Proceedings of the 9th Congress of the International Association of Societies of Design Research (IASDR 2021), Springer Singapore, https://doi.org/10.1007/978-981-19-4472-7_100, 1527-1545, 2022.11, The purpose of this study is to understand and describe Japanese high school students’ perspectives in using online whiteboards during face-to-face group discussions for design activities in the Covid-19 pandemic. Using the SDGs Challenge Project in Fukusho High School in Fukuoka City, a qualitative research approach where the case study which included quantitative and qualitative inputs was adopted. Based on the ﬁndings, the following main points can be concluded. Firstly, even though students may feel that they are not competent users of digital devices, they may still think that eﬀective group discussions can be achieved using an online whiteboard during face-to-face group discussions. This may be because real-time social interactions can still be achieved as lessons are conducted face-to-face. Secondly, students’ perceptions of achieving eﬀective group discussions and the ease of use of the online whiteboard may inﬂuence their motivations in using the online whiteboard in future lessons. This may be due to the perception that as long as the online whiteboard is easy to use and it enhances performance, students may generally feel motivated in using the online whiteboard in future discussions. The ﬁndings from this study will provide insights for academics and high school teachers when conducting face-to-face lessons and attempting to use of online tools to mitigate challenges oﬀered by the pandemic..
9.	Hiroko BABA, Leon LOH, A Study of STEAM Education and related Learning Environments in Elementary Schools: A case study of Elementary Schools of Fukuoka City, [ ] With Design: Reinventing Design Modes: Proceedings of the 9th Congress of the International Association of Societies of Design Research (IASDR 2021), Springer Singapore, https://doi.org/10.1007/978-981-19-4472-7_91, 1397-1419, 2022.11, STEAM education is an educational approach that intentionally integrates and fuses the ﬁve disciplines of Science, Technology, Engineering, Arts, and Mathematics to achieve a speciﬁc goal through a given task, has been attracting attention. STEAM education is being promoted widely in countries such as the United State and South Korea. On the other hand, Japan is still less advanced than in other countries, and there is little research on STEAM education and the design of its learning environment. This study focused on STEAM education in elementary schools in Fukuoka city because it is considered one of the areas in Japan where STEAM education is not advanced. The authors conducted a questionnaire to understand the implementation status of STEAM education in public elementary schools in Fukuoka City and interviewed a school who implemented STEAM education to understand the implementation details. Then clariﬁed the kind of STEAM education currently being provided to identify the necessary educational environment for implementing STEAM education..
10.	LOH Wei Leong, Leon, Sharpening Critical Thinking in Design Problem Selection in Design Project: A Perspective Based on Singapore Design and Technology, Journal of Technology and Engineering Education, 10.6232/JTEE.202106_51(1/2).0001, 51, 1/2, 1-28, 2021.06, [URL], The current study aimed to identify and clarify students’ critical thinking processes when choosing a design problem within the problem identification process when engaging in a design project. Using design journals done by students at upper secondary level in a Singapore secondary school, the study broke down students’ critical thinking processes based on various elements of reasoning to assess the quality of reasoning. From this study the following conclusion may be suggested. Firstly, the use of decision-making tools, such as decision matrix, does not necessary enable students to achieve quality reasoning. To enhance quality reasoning when choosing a problem, a more systematic process of information or evidence gathering is necessary. To facilitate purposeful gathering of information or evidence, the selection criteria for choosing a problem should be formed before students are engaged into problem exploration. In this way, it may sharpen students search for information to understand the problem better, which in turn sharpen decision-making in choosing a problem. In addition, when forming selection criteria, it is suggested that students should focus on factors such as ethical, significance, reasonability, relevance, emotions and achievability..
11.	Leon LOH, Miki OGO, Yanfang ZHANG and Noriko TAKANO, MITIGATING GROUP DISCUSSIONS IN DESIGN ACTIVITIES FOR JAPANESE HIGH STUDENTS DURING COVID-19 PANDEMIC, Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021), VIA Design, VIA University in Herning, Denmark. 9th -10th September 2021, https://doi.org/10.35199/EPDE.2021.47, 2021.09, The purpose of this study is to clarify the factors that affect effective group discussions when using online whiteboard during face-to-face design activities for high school students in the classroom during the pandemic. Using a case study approach, the research was conducted at Fukusho High School in Fukuoka, Japan. Through the questionnaire survey, face-to-face discussions when combined with the use of online whiteboard, offers real-time verbal and non-verbal feedback that enabled effective group discussions during the design process. In addition, students’ competencies in using digital devices may not influence the effectiveness of communications during group discussions and their motivations in using online whiteboard. The current findings may provide a useful hypothesis for further study to verify the correlations between students’ competencies, effectiveness in communications when using online whiteboard during face-to-face discussions, and students’ motivations in using online whiteboard..
12.	LOH Wei Leong, Developing Observation Skills in Problem Identification Regarding Lower Secondary Design and Technology, 日本産業技術教育学会誌 (The Japan Society of Technology Education), 63, 3, 351-361, 2021.09, The main purpose of this study was to examine the development of student observation skills in problem identification process at a lower secondary level. Using a Singapore secondary school as a case study, a qualitative research approach was adopted to study the curriculum, lesson documents, and student design journals. In conclusion, the development of students’ observation skills must be scaffolded. To enhance observations, questioning techniques can be used to sharpen the clarity and purpose of the observations. In addition, actual site observations represent an important learning experience that cannot be replaced by only collecting information from social media. More importantly, observation skills support critical thinking and social emotional learning. Finally, from this study, a set of characteristics for skilled observers in problem identification was suggested..
13.	Chih‐Jung Ku, Wei‐Leong Leon Loh, Kuen‐Yi Lin, P. John Williams, Development of an instrument for exploring preservice technology teachers’ maker‐based technological pedagogical content knowledge, British Journal of Educational Technology, https://doi.org/10.1111/bjet.13039, 2020.10, With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker‐based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker‐based technological pedagogical content knowledge (TPACK) in utilizing maker‐based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research‐based instrument that also serves as a professional development model to help scaffold the development of K‐12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development..
14.	LOH, W. L., SHIMOMURA, M, ZHANG, Y.F., Unlocking Creative Minds to Engage SDGs Through Design Education in Japanese High School, Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020), VIA Design, VIA University in Herning, Denmark. 10th -11th September 2020, https://doi.org/10.35199/EPDE.2020.16, 2020.09, This study aimed to clarify the use of a pilot design programme as a form of general education in the Japanese high school education to enhance awareness of Sustainable Development Goals (SDGs) and develop 21st-century competencies (21CC) and social-emotional learning (SEL). The challenge for this study is to integrate design education in a high education system that has no structure for design learning. Based on a questionnaire survey, the pilot design programme allowed 17 high school participants with no design experience to solve authentic problems through design. Besides, design activities promote the development of 21CC and SEL. As a form of education for sustainable development (ESD), the current study has the potential to enhance awareness of SDGs and sustainable issues..
15.	LOH Wei Leong, Sharpening Critical Thinking in Problem Identification in Design and Technology Education, Design Research Society, https://doi.org/10.21606/drs.2020.358, Volume 2, 899-925, 2020.08, The current study aimed to identify and clarify students’ critical thinking processes when understanding the design problem towards formulating design specifications within the problem identification stage when engaging in a design project at upper secondary level. Using design journals done by students in a Singapore secondary school, the study broke down students’ critical thinking processes based on various elements of reasoning to assess the quality of reasoning. From this study, a set of general guidelines can be proposed for students to achieve good reasoning standards in order to understand the problem and to determine appropriate design specifications. To achieve good reasoning standards when breaking down the design problem, research in three basic related areas such as environment, users and products are necessary to form important background knowledge..
16.	Wei Leong Leon LOH, Critical Thinking in Problem Exploration in Design and Technology Design Project, Design and Technology Education: an International Journal, 25, 1, 35-58, 2020.02, [URL], The current study aimed to identify and clarify students’ critical thinking processes in problem exploration. The current study will adopt the definitions of critical thinking conceptualized by Paul and Elder and, at the same time, attempt to apply the concept of elements of reasoning and intellectual standards to achieve the objectives of this study. By using questions to deconstruct the elements of reasoning when exploring problems, the intellectual standards for reasoning in problem exploration can be articulated. Using a qualitative approach to conduct a collective case study, 15 design journals completed by students in the upper secondary Express course in Singa Secondary School are used as objects of study. The primary source of data is collected via the documentations in the design journals. Using intellectual standards for reasoning in problem exploration to interpret the documentations in the design journals, students’ quality of reasoning can be observed and consolidated. Based on the findings, the following conclusion can be presented. Firstly, to achieve depth, accuracy and unbiased understanding of the problem, students need to research on information and data from different sources to triangulate the problem. Secondly, it is necessary for students to acquire necessary background knowledge in order to conceptualize problems accurate and clearly. Thirdly, the development of intellectual standards for reasoning relevant to the design process in D&T may be a potentially useful strategy for teachers to explicitly develop critical thinking skills in D&T..
17.	LOH W.L.L., KWEK H.M.G., LEE W.L., Re-clarifying design problems through questions for secondary school children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education. Proceedings of IASDR 2017 Re:Research, 31 Oct – 3 Nov 2017., International Association of Societies of Design Research (IASDR), https://doi.org/10.7945/C2K67C, 2017.11, [URL], It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analysed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: 1) questions can be a useful tool to facilitate a better understanding of the design problem. 2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. 3) It is important that students are given time and opportunity to find out the problems by themselves. 4) Teachers can be important role models as students may pick up questioning techniques from teacher-student discussions. 5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education..
18.	LOH W.L., KWEK, H.M.G, LEE W.L., Developing the foundations of a critical and creative mind to drive future innovations through pre-tertiary design education. Proceedings of the 2017 International Conference on Innovation, Management and Industrial Engineering, 88-106, 8 August – 10 August 2017., 3, 1, 88-106, 2017.08, Critical thinking and creativity are two of the four skills generally regarded as 21st century skills and are important aspects of innovation. Using the secondary two Design and Technology (D&T) coursework in Singapore as an example, the current study aims to identify and highlight learning experiences in D&T that may develop critical thinking and creativity. A qualitative approach is adopted in this study to identify key learning experiences that will contribute to the development of critical thinking and creativity. Design journals done by the students were analysed and supplemented by hearing survey with the teacher in-charge. From the findings, students were engaged in real life authentic problem solving and were constantly engaged into using higher order thinking skills, divergent and convergent thinking to explore, analyse and evaluate their options towards the final solution. These activities are critical to the development of critical thinking and creativity. As a form of human resource development, it is believed that subjects such as D&T has an important role to play to develop the foundations of an innovative mind that is important to confront and navigate the problems and complexities in the current time and beyond..
19.	LOH W.L.L., KWEK H.M.G, LEE W.L., Design Thinking in Pre-Tertiary Design Education: An Example Based on Design and Technology Study in Singapore Secondary School. Proceedings of IASDR 2015 Interplay, 1322-1349, 2 November – 5 November 2015., International Association of Societies of Design Research (IASDR), 2015.11.
20.	LOH W.L., ISHIMURA S., The Diverse and Integrative Nature of Product Design Curriculum (II), Bulletin of Japan Society for the Science of Design (JSSD), Vol. 60, No.2, 47-56, 2013, Bulletin of Japan Society for the Science of Design (JSSD), https://doi.org/10.11247/jssdj.60.2_47, 2013.09.
21.	LOH W.L., ISHIMURA S., The Diverse and Integrative Nature of Product Design Curriculum (I), Bulletin of Japan Society for the Science of Design (JSSD), Vol. 59, No.5, 1-10, 2013., Bulletin of Japan Society for the Science of Design (JSSD), https://doi.org/10.11247/jssdj.59.5_1, 2013.03.
22.	LOH W.L., ISHIMURA S., The Characteristics of Product Design Education Curriculum in Japan, CONNECTED 2010-2nd International Conference on Design Education, Paper 405, 28 June - 1 July 2010., 2010.06, [URL].
23.	LOH W.L., ISHIMURA S., Characteristics and Transitions of Product Design Curriculum in Japan Between the 1970s and 2000s, International Association of Societies of Design Research (IASDR) 2011 DELFT, Diversity and Unity, 4th World Conference on Design Research, Paper 474, 1-10, 31 October – 4 November 2011., International Association of Societies of Design Research (IASDR), 2011.10.

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