Using Prototype Heuristics in Reverse Innovation Engineering as An Effective Process for Design-Based Learning

Abstract

Design-Based Learning (DBL) teaching can induce critical thinking and improve problem solving. Design is considered as a cognitive process in which we are dealing complicated message under abstractive problem definition. However, students are struggle as their limited experience. This research develops a multidisciplinary curriculum for effectively learning innovative proposition by reverse-engineering design thinking patterns. Totally, 36 students in the industrial design of Tatung University were the experimental subjects, 18 of whom comprised the experimental group. The design process teaching of reverse engineering and prototype-heuristics cards the research teams designed was used as the guide. After the project, the students in the experimental group were able to think more effectively, learn to change the design parameters, and focus more quickly on the knowledge that should be self-learning, and the tools allows students to synchronize their ideas with those of their teachers, whereby students can reduce their reliance on teachers’ suggestions.