Facilitating Use of Existing Knowledge in Research-Through-Design: A Case Study with Design Students.

Use of theory and other forms of existing knowledge in design practice and research is often seen to be limited, in the work of design students. Without clear guidance and facilitation, students can find it difficult to access, translate and contextualize existing knowledge in relation to their project brief. This paper advocates the usefulness of utilizing existing knowledge and dives into how existing knowledge can function to inform and support various decisions related to different phases of the research-through-design (RtD) process. Using the case of RtD projects in the domain of designing for play executed in a bachelor-level course in the design department, we aim to identify processes, mechanisms and triggers that can support students in using existing knowledge at different phases of their design research. Using design-based research methodological approach, we position ourselves as the facilitators/teachers introducing educational interventions to support design students in integrating existing knowledge and theories in their projects. The key contribution of this study includes a vision and initial requirements for tool(s) that scaffold design students to utilize existing knowledge.