Idea generation, development and selection: a study of mechanical engineering students’ natural approaches and the impact of hybrid learning blocks

Abstract Developing effective design solutions requires successful idea generation, development and selection. Studies have demonstrated that engineering students face challenges in these idea phases and may struggle to implement recommended practices, hindering the potential for an innovative outcome. The first part of the study investigated student practices in idea generation, development and selection through think-aloud experimental sessions and post-session interviews. Data analysis from mechanical engineering students’ sessions, with think-aloud and interview data, revealed that students focused on existing ideas, assumed requirements that constrained their divergence, limited their development of ideas and did not engage much in idea selection. Then, in the second phase of the study, we implemented a learning intervention that leveraged research-based education practices to examine student adoption of recommended practices. After engaging with the learning blocks, students generated unconventional ideas, abstained from requirement assumptions early in ideation, generated a larger quantity of ideas, developed ideas intentionally and used more rigorous idea selection methods. These outcomes demonstrated that a relatively short and targeted intervention can support students in leveraging recommended approaches to idea generation, development and selection.