| abstract |
| Background This study explores how tactile, hands-on Lego-building activities support emotional and cognitive reflection in students who lack confidence in traditional expressive forms such as writing, drawing, or graphic design.
Methods Based on self-reflection and peer interviews conducted in a University, Culture and Design Management division, three key themes emerged: (1) Symbolism and Metaphorical Expression, (2) Clarification of Thought Through Spatialization, and (3) Accessibility and Creative Confidence.
Result To broaden the educational implications of tactile methods, the findings are compared with an empathy-oriented prototyping toolkit developed by a professor of the Culture and Design Management division, alongside relevant studies on Lego-based learning. The findings suggest that tactile, hands-on activities like Lego building and the design toolkit can serve as effective alternatives to traditional expressive forms for emotional and cognitive reflection in education practices.
Conclusion Through collaborative Lego buildings, multisensory and embodied elements reflects one’s emotional and cognitive expression. Overall, the results make a compelling case that incorporates tactile, hands-on constraint based building that is reflected as an educational tool for those who prefer a different way of expressing than the traditional ways. |
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| Key Words |
| Hands-on Activities, Emotional Literacy, Prototyping Toolkit |
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