From Artifact-Oriented Teaching to Experience-Oriented Learning: Paradigm Reconstruction of Art and Design Courses under a Project-Based Learning Model — a Case Study of the Mural-Based Meditative Healing Space Course

DOI

10.2991/978-94-6239-630-2_53How to use a DOI?

Keywords

Project-Based Learning; Experience-Oriented Learning; Design Education; Cultural Healing Space; Mural Art

Abstract

In the context of ongoing transformations in contemporary higher education, art and design education is shifting from artifact-oriented teaching toward experience-oriented learning that emphasizes problem awareness, emotional engagement, and social responsibility.[8][9].Project-Based Learning (PBL) offers an effective pedagogical framework for this transition by integrating inquiry-driven learning, real-world contexts, and reflective practice.[2][3]Taking the course Mural-Based Meditative Healing Space as a case study, this paper examines how PBL can be combined with experience-oriented design education to reconstruct the pedagogical paradigm of art and design courses. Grounded in constructivist and experiential learning theories, the study analyzes the course structure and implementation process, focusing on how cultural healing functions as a pedagogical medium. Through the design of healing-oriented spatial scenarios, students are guided to explore the relationships between space, emotion, and human behavior, thereby enhancing spatial cognition, emotional awareness, and design responsibility. Using qualitative methods including classroom observation, student works, reflective journals, interviews, and exhibition feedback, the findings indicate that shifting the focus from artifact production to experience construction enables deeper engagement with spatial experience, emotional perception, and social meaning in design practice.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Weiyu Zhang
AU  - Zhao Jin
PY  - 2026
DA  - 2026/04/23
TI  - From Artifact-Oriented Teaching to Experience-Oriented Learning: Paradigm Reconstruction of Art and Design Courses under a Project-Based Learning Model — a Case Study of the Mural-Based Meditative Healing Space Course
BT  - Proceedings of the 2025 International Conference on Educational Technology and Management Information Systems (ETMIS 2025)
PB  - Atlantis Press
SP  - 553
EP  - 560
SN  - 2352-538X
UR  - https://doi.org/10.2991/978-94-6239-630-2_53
DO  - 10.2991/978-94-6239-630-2_53
ID  - Zhang2026
ER  -