Action Research for the Computer Graphics Studio Course Based on Activity Theory and Semiotic Theory

Abstract

The growth of the graphic design industry plays an important role in the transmission of messages using visual communication design presentations. Thus, the lack of exposure among students to the creative and aesthetic aspects leads to problems in producing high-quality graphic works. This study discusses the application of activity and semiotic theories in analyzing graphic production creative ideas in line with the current pedagogy. Based on the literature review conducted, an assumption framework based on a combination of semiotic and activity theories was developed after the reflection was done. This study used the action research approach on the MSG3023- Computer Graphics Studio course. A total of 53 Bachelor of Art Education students participated in this study from the first semester of the 2017/2018 session to the second semester of the 2018/2019 session. Meaningful learning will be achieved when the pedagogy implementation for IPTA courses is varied according to students’ learning styles. Thus, in terms of graphics, creativity in visual communication plays a key role in establishing clearer and more effective interactional relationships in society through accurate pedagogical approaches. Graphics student, in general, need to find ways to address this issue in order to provide clear and accurate information to the public. In conclusions, the assumption framework is more suitable as a teaching model because it touches on almost all aspects of an individual’s activities that involve all of the specified elements and fit with the socio-culture. The use of semiotic and activity theory is more concerned with the meaning and how messages are conveyed through sign to community in critical aspects of producing quality work or products and refining the aesthetic understanding of art