Traditional lighting design courses rely solely on classroom lectures, leaving students unable to experience and perceive light in real-world contexts. This research focuses on "Integrating Specialized Lighting Teaching Facilities with Project-Based Learning (PBL) " as a teaching practice study, elevating the "Lighting Design" course to a design practice-oriented curriculum. The course structure simulates the various stages of the lighting design process and incorporates the PBL methodology grounded in the CDIO framework. CDIO represents "Conceive," referring to the analysis of current needs and encouraging students to employ divergent thinking to address challenges; "Design," where students conceptualize solutions from a user-centric perspective; "Implement," involving the transformation of solutions or designs into prototypes, encompassing solution validation and production; and "Operate," focusing on continuous adjustments and testing to refine outcomes or projects based on real-world application. The CDIO framework helps train students to solve real-world lighting design problems.
The course also uses Feng Chia University's "Sense Lab" as a teaching field, where students utilize adjustable lighting systems and equipment to learn specialized lighting terminology and experience diverse lighting scenarios. In the PBL segment, students develop "light boxes" and "lighting design projects" as assessment tools to demonstrate learning outcomes. The course fosters integrated learning through case discussions, DIALux EVO lighting simulation software, and final project presentations. This innovative curriculum addresses the traditional emphasis on theoretical instruction in lighting design courses, enhancing hands-on experiential learning. Feedback collected through end-of-term surveys indicates significant improvements in students' understanding and application of lighting design, aligning with the project's anticipated goals.