Information design courses require students to integrate information selection, structural organization, visual expression, user understanding, and project implementation. However, traditional design teaching often emphasizes final visual outcomes while giving insufficient attention to information hierarchy, project-process management, and iterative feedback. This study developed and implemented a bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary (BOPPPS) – conceive, design, implement, operate (CDIO) instructional framework in a local cultural information visualization project. A one-group pre-test and post-test mixed-methods design was adopted with 60 second-year undergraduate students in art and design-related programmes over a nine-week course. Data were collected through a perceived learning outcomes questionnaire, individual work evaluation, open-ended responses, and learning reflection texts. The results indicated positive changes in students’ perceived learning engagement, understanding of the information design process, project-based learning ability, information organization and visual expression, feedback and reflective learning, and willingness to transfer learning. The final works also showed stronger performance in information hierarchy, visual clarity, and design completeness. Qualitative findings further suggested that students shifted from visual decoration to information logic, from passive task completion to active project development, and from one-time submission to feedback-based revision. The findings provide preliminary evidence for a structured, project-based, and feedback-driven approach to information visualization learning in design education.
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Wu, J., Lyu, B. (2026) Applying the BOPPPS-CDIO Instructional Framework in an Information Design Course: A Local Cultural Information Visualization Project. Global Education Bulletin, 3(1), 115-130. https://doi.org/10.71052/grb2025/DUTU3573