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Evaluation in Design education is subjective and generally depends upon the pedagogues' personal perspective. Conducting subjective evaluation on a large scale is associated with multiple challenges; therefore, digitized evaluation is integral to maintain consistency in the evaluation process. This systematic literature review utilized SCOPUS, Web of Science, JSTOR, ScienceDirect (Elsevier), EBSCOhost, and Google Scholar data repositories to retrieve and analyse available literature on digitizing creativity evaluation in Design education. This review intends to provide the researcher community with multiple aspects of digitized creativity evaluation from 2008 to 2021 in Design education. This paper highlights digitized creativity evaluation in the context of Design education, factors of digitized creativity evaluation, research purposes, methods, results, findings, and limitations of this review. Significant findings indicate that most literature studies suggested factors of creativity evaluation, but hardly any studies have highlighted indicators associated with digitizing creativity evaluation. In addition, many articles focused on generalised digitization approaches; however, only a few studies highlighted integrating digitization with creativity evaluation. Moreover, few studies enlightened the difference in factors and techniques associated with evaluation in different Design educational settings, such as classrooms, design studios, mass examinations, etc. Future research may investigate factors and problem-solving techniques of digitized creativity evaluation in Design education from the aspect of multiple educational settings and self-adapting intelligent models that might migrate from one setting to another on demand.

Numerous researches support the widely accepted notion that the reading experience between digital and printed literature differs. This study intends to investigate if this applies to reading comic books and to assess any differences in learning comprehension. The research methodology includes a systematic literature review to frame research questions. Followed by a 'think-aloud protocol' experiment to answer the identified research questions. The experiment was conducted using a within-subject design with convenience sampling of 15 high school students to map their reading experience. It has produced data in the form of time taken for the reading, switching areas of interest, and repetition of words on the computer screen and print. The collected data was further analysed using a paired sample T-test, and Wilcoxon Signed-Rank test. The results indicated that off-screen reading exhibited a significant advantage over on-screen reading in terms of reading time. The study observed that readers took longer to switch between areas of interest on a computer screen compared to print, which further supports the belief of slower comprehension on screen. Furthermore, over 72% of the respondents reported encountering word repetition on screen in comparison to print media. The key contribution of this research is providing a novel approach for studying user responses through the think-aloud protocol experiment, which helps map the users' verbal psychological responses. At the same time, the study has a limited sample size as a constraint pertaining to considering the study for generalizability. This research emphasizes the importance of conducting studies involving verbal psychological responses alongside eye-tracking. This combination provides valuable insights into reader comprehension and aids in the development of tailored graphical interfaces for digital comic reading.