A Qualitative Review of Learning Methods in Exhibition Design Course



  • Kukuh Rizki Satriaji Institut Teknologi Bandung
  • Eljihadi Alfin


learning methods, exhibition design course, classroom activities, role-play, qualitative review


The Interior Design Study Program of Institut Teknologi Bandung, Indonesia focuses primarily on design education. The main objectives of this study are teaching how to design and educating designers to be professional. The exhibition design course is an elective course and uses a student-centered learning method. This method is usually adopted to improve student participation. Active student participation is a major element in almost every learning process. This course not only provides knowledge about the ins and outs of exhibition design, but also invites students to solve problems through given assignments. Each assignment is unique and forces the student to role-play as a stakeholder around an exhibition, such as a designer, visitor, content creator, decision maker, etc., to provide different points of view. The student is asked to see the problem from different angles and produce optimal solutions based on their skills and knowledge. The present study was based on observation of the process and results of Exhibition Design courses from two semesters in 2021, during the Covid-19 pandemic. Based on the assignment results and their evaluation, it is shown that this approach can generate student participation and improve the students’ understanding of the subject. The students were always curious about what would happen in the next lecture. All students showed positive learning experiences throughout the course. The general concept of this learning method could be implemented to varying degrees in other courses in interior design schools.


Erbay, M., Ustaömeroğlu, A.A., Küçük, P. & Sadıklar, Z., Temel Tasarım Öğretilerinin Ürüne Dönüşümü: İç Mekanda Mobilya (Transformation of Basic Design Teachings into Product: Interior Furniture), International Journal of Innovative Research in Education, 5(1), pp. 11-21, 2018.

Yilmaz, S. & Akyol, D., Basic Design Course in The Education of Landscape Architecture, Online Journal of Art & Design, 9(3), pp. 46-52, Jun 2021.

Girija, V., Pedagogical Transitions Using Blooms Taxonomy, International Journal of Research in Engineering, IT and Social Sciences, 9, Special Issue, pp. 492-499, Feb 2019.

Frey, B.S., Designing Exhibitions: A Compendium for Architects, ED. 2, Designers and Museum Professionals, Basel: Birkhauser, 2006.

Snowden R, Freud: The Key Ideas, ed. 2, Great Britain: John Murray Learning, 2017.

Kalfatovic, M.R., Creating a Winning Online Exhibition, Chicago & London: American Library Association, 2002.

Lane, M., Osborne, L. & Crowther, P., A Blended Learning Approach to the Teaching of Professional Practice in Architecture, Education Sciences, 5(2), pp. 166-178, Jun 2015.

ICOM, Museum Definition, International Council of Museums, https://icom.museum/en/resources/ (20 July 2021).

Lord, B. & Lord, G.D., The Manual of Museum Exhibitions, California: AltaMira Press, 2001.

Sebold, L.F., Boell. J.E.W., Fermo, V.C., Girondi, J.B.R. & Santos, J.L.G., Role-playing: Teaching Strategy That Encourages Reflections on Nursing Care, Revista Brasileira de Enfermagem, 71(6), pp. 2706-2712, Dec 2018.

Moggridge, B., Designing Interactions, Massachusetts: MIT Press, 2007.

Yasaitis, K.E., Object ID: A Model of Global Collaboration, Journal of Museum Management and Curatorship, 20(21), pp. 21-39, Jul 2010.

Thornes, R., Introduction to Object ID: Guidelines for Making Records that Describe Art, Antiques, and Antiquities, USA: Getty Information Institute, 1999.