Volume 3: 17th International Conference on Design Education (DEC)最新文献

{"title":"Best Fits and Dark Horses: Can Design Teams Tell the Difference?","authors":"Danielle Henderson, Thomas Booth, K. Jablokow, N. Sonalkar","doi":"10.1115/detc2020-22589","DOIUrl":"https://doi.org/10.1115/detc2020-22589","url":null,"abstract":"\u0000 Design teams are often asked to produce solutions of a certain type in response to design challenges. Depending on the circumstances, they may be tasked with generating a solution that clearly follows the given specifications and constraints of a problem (i.e., a Best Fit solution), or they may be encouraged to provide a higher risk solution that challenges those constraints, but offers other potential rewards (i.e., a Dark Horse solution). In the current research, we investigate: what happens when design teams are asked to generate solutions of both types at the same time? How does this request for dual and conflicting modes of thinking impact a team’s design solutions? In addition, as concept generation proceeds, are design teams able to discern which solution fits best in each category? Rarely, in design research, do we prompt design teams for “normal” designs or ask them to think about both types of solutions (boundary preserving and boundary challenging) at the same time. This leaves us with the additional question: can design teams tell the difference between Best Fit solutions and Dark Horse solutions?\u0000 In this paper, we present the results of an exploratory study with 17 design teams from five different organizations. Each team was asked to generate both a Best Fit solution and a Dark Horse solution in response to the same design prompt. We analyzed these solutions using rubrics based on familiar design metrics (feasibility, usefulness, and novelty) to investigate their characteristics. Our assumption was that teams’ Dark Horse solutions would be more novel, less feasible, but equally useful when compared with their Best Fit solutions. Our analysis revealed statistically significant results showing that teams generally produced Best Fit solutions that were more useful (met client needs) than Dark Horse solutions, and Dark Horse solutions that were more novel than Best Fit solutions. When looking at each team individually, however, we found that Dark Horse concepts were not always more novel than Best Fit concepts for every team, despite the general trend in that direction. Some teams created equally novel Best Fit and Dark Horse solutions, and a few teams generated Best Fit solutions that were more novel than their Dark Horse solutions. In terms of feasibility, Best Fit and Dark Horse solutions did not show significant differences. These findings have implications for both design educators and design practitioners as they frame design prompts and tasks for their teams of interest.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131951996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Roughing It: Evaluating a Novel Experiential Design Course on Resiliency, Self-Leadership, and Engineering Design Self-Efficacy","authors":"Sandeep Krishnakumar, Gabriella M. Sallai, Catherine G. P. Berdanier, Meg Handley, Dena Lang, Jessica Menold","doi":"10.1115/detc2020-22139","DOIUrl":"https://doi.org/10.1115/detc2020-22139","url":null,"abstract":"\u0000 Despite continuous calls in literature for an increase in women in engineering, U.S. numbers hover around 20% women graduating with undergraduate degrees in engineering. Although diversity, inclusion, and engineering education researchers have made great strides in understanding the development of engineering identity and capturing the experiences of struggling women and underrepresented students, many women students still experience “chilly” climates in daily interactions in engineering education environments. Women need mentorship, peer support, and mastery experiences that build Self-leadership, resilience, and engineering self-efficacy beliefs to persevere and flourish in such environments. The current work explores the effectiveness of a novel experiential design intervention on these factors for women engineering students. Specifically, we assess the value of a unique experiential design course where women engineering students hiked a portion of the Appalachian Trail guided by women engineering faculty members, and then participated in a follow-on design thinking project. Results suggest such interventions may be effective methods to improve student outcomes.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115122099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Conceptual Design Problems Comprising Design Rationale and Sketches","authors":"Sumbul Khan, K. Maheshwary, R. Arlitt, L. Blessing","doi":"10.1115/detc2020-22376","DOIUrl":"https://doi.org/10.1115/detc2020-22376","url":null,"abstract":"\u0000 Conventional forms of design assessment are time consuming for instructors. Crowdsourced assessment of students’ design concepts raises the need of efficient rubrics that facilitate novices to score similar to experts, in reduced time. We investigate rubrics in the context of conceptual design problems, that comprise open-ended questions, requiring students to express their design concepts and supporting rationale using text and sketches. We conducted exploratory post-hoc analysis on assessment data collected by instructors of a Design program at a Singaporean secondary school. Our results suggest that integrated rubrics — that consider both text and sketch component together — are better suited for the assessment of conceptual design problems, than task-specific rubrics, that consider textual and sketch components separately. Evidence from both novice assessors as well as experts suggests that the articulation of design rationale using text is crucial for the assessment of conceptual design problems as it provides assessors input into why design decisions were taken, thus aiding in the evaluation process. Our insights are relevant for developing frameworks that employ crowdsourcing for the assessment of conceptual design problems.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116629581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pilot Study: Investigating EEG Based Neuro-Responses of Engineers via a Modified Alternative Uses Task to Understand Creativity","authors":"T. Hartog, M. Marshall, Tanvir Ahad, Amin G. Alhashim, G. Kremer, J. V. Hell, Z. Siddique","doi":"10.1115/detc2020-22614","DOIUrl":"https://doi.org/10.1115/detc2020-22614","url":null,"abstract":"\u0000 Assessing creativity is not an easy task, but that has not stopped researchers from exploring it. Because creativity is essential to engineering disciplines, knowing how to enhance creative abilities through engineering education has been a topic of interest. In this paper, the event related potential (ERP) technique is used to study the neural responses of engineers via a modified alternative uses task (AUT). Though only a pilot study testing two participants, the preliminary results of this study indicate general neuro-responsiveness to novel or unusual stimuli. These findings also suggest that a scaled-up study along these lines would enable better understanding and modeling of neuroresponses of engineers and creative thinking, as well as contribute to the growing field of ERP research in the field of engineering.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130902896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Methodological Framework for Making the Transition From Traditional Innovation Teaching Towards Serious Games","authors":"Yi-Chun Ma, Flore Vallet, François Cluzel, B. Yannou","doi":"10.1115/detc2020-22754","DOIUrl":"https://doi.org/10.1115/detc2020-22754","url":null,"abstract":"\u0000 Serious games (SGs) are motivational and practical pedagogical tools that have been widely used in design education. SGs seem to be an efficient way to give instructions on innovation processes (IPs), offering unique and attractive environments to support situated learning. While there has been much interest in SGs of the IPs type, there is very little research about the design framework to reduce the complexity and time consumption of their design process. This paper presents the preliminary results of our ongoing study: a design framework adapted to innovation SGs. The framework integrates eight general design frameworks/models/methodologies for SGs. Besides, it introduces a new stage “analysis of traditional teaching experience,” which conducive to the early phases of the design. We use a case study to prove the value of this stage. First, it aids designers in defining the teaching objectives of innovation SGs, that is, choosing required competencies from innovation competency frameworks. More importantly, it helps identify game mechanics that may contribute to the realization of teaching objectives. This stage should support designers successfully making the transition from traditional innovation teaching towards SGs.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122180191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}