The pedagogical benefits of stepping outside the perspective paradigm: Challenging the ubiquity of western visual culture

Abstract

The difficulty in stepping out of the prevailing perspectival paradigm by students of design was investigated in a pedagogical exercise. It explores their ability to generate new spatial conventions. In both supporting the notion of the transference of manual perspective as a convention to digital media and offering alternatives to its seemingly reduced expression of experience beyond that of the illusion of depth alone, the exercise described in this paper goes some way towards explaining interaction with 3D media in general. © 2005 IEEE.