A novel CAI system for space conceptualization training in perspective sketching

For many designers, freehand sketching is the primary tool for conceptualization in the early stage of the design process. However, current education on concept presentation techniques rarely emphasizes the construction of the most fundamental spatial unit, the cube. Incorrect construction of spatial units leads to disproportions that deviate from the common visual experience, and consequently slows down the design process. In addition, weak spatial cognition can be a problem when transferring sketches into orthographic drawings. To address these issues, this research focuses on the training of cube sketching techniques using both freehand skills and digital devices. Based on the station-point approach for two-point perspective drawings, this study developed a computer-assisted instruction (CAI) platform for beginners, with which users can practice freehand sketching for self-improvement. This platform provides instant corrective feedback to every freehand-sketched cube, thus promoting better learning outcome and more effective use of educational resources. Similar platforms have not yet been found in the field. The proposed system’s feasibility and practicality were evaluated through a series of teaching experiments. The results indicated that the proposed CAI system can improve students’ sketching accuracy by 19% after 6 weeks of instruction, and that the proposed system was found to be more effective than traditional pen-and-pencil instructions in advancing sketching techniques.     

Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study

Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an interdisciplinary team over a three-year period to first-year university students. Four major elements provide a framework for the sequencing of instruction and acquisition of 2D and 3D spatial thinking and reasoning skills in a computational design context. We describe the process of introducing students to computational design environments beginning with a fun and familiar tool in preparation for a more complex, industry-standard system (SolidWorks). A design project provides diverse student teams an opportunity to integrate and apply foundational spatial concepts and skills including sketching, 2D and 3D representations, as well as digital and physical modeling. Samples of student work illustrate the scaffolding necessary for students to successfully draw upon the spatial thinking and communication skills required to complete their team projects beginning with applying sketching techniques; modeling individual 3D parts; creating digital assemblies; and finally building the equivalent 3D physical model. Key instructional principles provide a framework for the analysis of what worked and what didn’t in relation to spatial skills development in students. The lessons learned are identified along with potential future directions for teaching and learning scholarship in spatial thinking development within a computational design context.     

Line by line,part by part: collaborative sketching for designing

While sketching has an established role in professional design, its benefits and role in design education are subjects that invite research and opinions. We investigated how undergraduates studying to become design educators and textile teachers used sketching to generate and develop design solutions in a collaborative setting. The students were given an authentic design assignment involving three detailed tasks, one of which was 2D visualisation by sketching. Adopting a micro-analytical approach, we analysed the video-recorded visualisation session to understand how teams used sketching to collaborate and to generate and develop design solutions. To that end, we set three research questions: (1) What ways of collaborative working are reflected in actions of sketching? (2) In what ways do sequences of collaborative sketching contribute to designing? (3) What kinds of collaborative sequences of sketching advance designing? Our analysis identified three collaborative ways of sketching (co-ordinated, collective and disclosed) and confirmed that sketching is an important facilitator of mutual appropriation, adaption and adoption. Next, we identified three ways of contributing to designing, as well as three functions and six capacities for advancing designing. Our analysis shows that sketching can lead to invaluable advances in designing, although each team had its own way of using and benefiting from sketching. We further consider that the teams’ diverse sketching processes and rich content owed, at least in part, to the task structure and imposed constraints. We continue to see sketching as an important design tool, one among many.     

Learning creativity and design for innovation

This paper puts the case for using a pedagogical framework based on the principles of grammatical design in conjunction with conventional creative problem solving strategies in higher education to foster learning for innovation and creativity. It explores the design and delivery of an inaugural creativity and innovation course that used a combination of individual and group projects to explore the combinatorial use of creative problem solving strategies and grammatical design schemas. Using established creative thinking evaluation techniques and reflective practice journals offers a powerful path for the creative development of innovative ideas. Testing (Torrance, Creativity in the classroom, 1977) found that the figurative based creative thinking scores of an experimental group of non-designer undergraduate students significantly improved according to pre and post course tests. Two dimensional and three dimensional design assessment tasks were completed in conjunction with a series of creative problem solving teamwork sessions. Standard SELTS course evaluation also strongly suggests there is value in the active teaching of creativity strategies for the recognition of valuable problems and the development of innovative solutions.     

Designing with LEGO: exploring low fidelity visualization as a trigger for student behavior change toward idea fluency

International Journal of Technology and Design Education - Novice design students struggle to engage with early stage design visualization tools such as sketching and prototyping. Instead students...     

Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices

Scholarly and practitioner literature have both described the potential benefits of using methods associated with a “design thinking” approach to develop new innovations. Most studies of the main design thinking methods—needfinding, brainstorming, and prototyping—are based either on analyses of experienced designers or examine each method in isolation. If design thinking is to be widely adopted, less‐experienced users will employ these methods together, but we know little about their effect when newly adopted. Drawing on perspectives that consider concept development as broadly consisting of a divergent concept generation phase followed by a convergent concept selection phase, we collected data on 14 cases of novice multidisciplinary product development teams using design methods across both phases. Our hybrid qualitative and quantitative analysis indicate both benefits and limits of formal design methods: First, formal design methods were helpful not only during concept generation, but also during concept selection. Second, while brainstorming was valuable when combined with other methods, increased numbers of brainstorming sessions actually corresponded to lower performance, except in the setting where new members may join a team. And third, increased team reflexivity—such as from debating ideas, processes, or changes to concepts—was associated with more successful outcomes during concept generation but less successful outcomes during concept selection. We develop propositions related to the contingent use of brainstorming and team reflexivity depending on team composition and phase of development. Implications from this study include that novice multidisciplinary teams are more likely to be successful in applying design thinking when they can be guided to combine methods, are aware of the limits of brainstorming, and can transition from more‐ to less‐reflexive practices.     

Package Graphic Design: Investigating the Variables that Moderate Consumer Response to Atypical Designs

Designers and marketing managers often agree that visual codes, in terms of product and package design, typify certain product categories. These “category‐based visual codes” refer to the formal and graphic characteristics most frequently seen in a given category, like specific shapes, colors, materials, typefaces, layouts, and illustrations. Given that the concept of “category‐based visual codes” seems to be connected with the concepts of “perceived typicality,” “cognitive categories,” “family resemblance,” and “design newness,” this research examines the impact of typicality/atypicality judgments regarding the visual appearance of a product on consumers' aesthetic appreciation and purchase intent. Several studies have sought to determine the relationships among design perceived typicality, aesthetic appreciation, and purchase intent. However, the literature indicates contradictory results. While some studies have shown a preference for the most typical design, others have demonstrated that consumers prefer moderately atypical design. This paper offers an explanation for this discrepancy by providing evidence that the relationships among design perceived typicality, aesthetic appreciation, and purchase intent are a case of moderated mediation. An empirical study using wine labels was conducted with 780 respondents. The results indicate that the relationships among perceived typicality, aesthetic appreciation, and purchase intent are linear and positive, although several individual variables have a moderating effect. Thus, it appears that certain consumer segments are more likely to appreciate atypical packages. Moreover, the level of perceived risk at the time of purchase also plays an essential role. Consumers are more apt to accept atypical packaging when the perceived risk is low. Several theoretical and managerial implications are drawn from these results.     

Enlightening the dynamic capabilities of design thinking in fostering digital transformation

Digital transformation describes the deep-seated changes in organizational activities, processes, and capabilities induced by the advent of digital technologies. Digital transformation requires sensing, seizing, and reconfiguring the digital technological challenges into opportunities. Academic literature acknowledges the central role of design as a driver of innovation. Furthermore, recent research discloses the value that design, especially design thinking, can have in leading digital transformations. In this understanding, design thinking has been proven to be an approach based on dynamic capabilities. What seems to lack in the current understanding is how the dynamic capabilities of design thinking can facilitate digital transformation. Thus, the paper aims to shed light on how dynamic capabilities of design thinking foster discovering the opportunities digital technologies provide to enact the transformation. This paper investigates four different cases of consulting projects where the adoption of design thinking dynamic capabilities enhance the value of digital technologies towards a more human centric digital transformation. By being a business-to-business market, the consulting environment might inform readers how design thinking dynamic capabilities are salient for digital transformation. Examining them, the paper proposes five design thinking dynamic capabilities that managers should cultivate: extending, debating, cropping, interpreting, and recombining. Concerning academic debate, the paper enriches the understanding of digital transformation by unshadowing the value that design thinking dynamic capabilities might play in it.     

Figuring the world of designing: Expert participation in elementary classroom

The purpose of the present article was to analyze the interaction between elementary students and a professional design expert. The expert was present in the classroom, facilitating a collaborative lamp designing process together with the teacher. Using the notion of figured worlds (Holland et al. 1998), we explored how learning could be expanded beyond traditional schooling by bridging the world of professional designing and the world of the inquiry-oriented classroom. The data consisted of video-recorded design sessions (N = 11) and the “Lamp Designing” view of the project’s electronic database. A qualitative content analysis was conducted for categorizing the social settings, the design inquiry phases, and the designer’s activities during the sessions. Three distinctive foci of the participants’ activity were identified in the present study: (1) Design rationale, (2) Design practices, and (3) Design community. The results indicate that, with the designer’s support, relatively young students became aware of the rationale directing the design practice, and were able to solve multifaceted, complex design tasks. The figured world of designing was collaboratively created in the classroom during the continuous interaction between the designer and the students. This enabled the students to recognize the meaning of the diverse design activities and practices they were learning. The figured world of designing was perceived as a world of possibility for the students, providing them new insights for learning within the world of schooling.     

Doing Design Thinking: Conceptual Review,Synthesis, and Research Agenda

Design thinking has attracted considerable interest from practitioners and academics alike, as it offers a novel approach to innovation and problem‐solving. However, there appear to be substantial differences between promoters and critics about its essential attributes, applicability, and outcomes. To shed light on current knowledge and conceptualizations of design thinking we undertook a multiphase study. First, a systematic review of the design thinking literature enabled us to identify 10 principal attributes and 8 tools and methods. To validate and refine our findings, we then employed a card sorting exercise with professional designers. Finally, we undertook a cluster analysis to reveal structural patterns within the design thinking literature. Our research makes three principal contributions to design and innovation management theory and practice. First, in rigorously deriving 10 attributes and 8 essential tools and methods that support them from a broad and multidisciplinary assortment of articles, we bring much needed clarity and validity to a construct plagued by polysemy and thus threatened by “construct collapse.” Second, aided by the identification of perspectives of scholars writing about design thinking, we provide detailed recommendations for relevant topics warranting further study in order to advance theoretical understanding of design thinking and test its applications. Third, we identify the enduring, yet essential, questions that remain unresolved across the extant design thinking literature and that may impede its practical implementation. We also provide suggestions for the theoretic frames, which may help address them, and thus advance the ability of scholars and managers alike to benefit from design thinking’s apparent advantages.     

Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software

This paper investigates iteration and fixation in design by mining digital footprints left by designers. High school students used computer-aided design software to create buildings in an urban area, with the goal of applying passive solar design techniques to ensure optimal solar gains of the buildings throughout a year. Students were required to complete three different designs. Fine-grained data including design actions, intermediate artifacts, and reflection notes were logged. Computational analytics programs were developed to mine the logs through three indicators: (a) frequency of the action of using energy analysis tools; (b) solar performance of the final designs; and (c) difference in solar performance between the prototype and final designs. Triangulating results from the indicators suggests three types of iteration—efficacious, inadequate and ineffective. Over half of the participants were detected as being efficacious iterative during the first design and becoming more and more fixated toward the end of the project, which resonates with previous findings on fixation effect among college students and professional designers. Overall the results demonstrate the power of applying computational analytics to investigate complex design processes. Findings from this work shed light on how to quantitatively assess and research student performance and processes during design projects.     

Effective technology and design teaching: getting it right in the classroom

Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking.     

The Influence of Digital Design and IT on Modular Product Architecture

The architecture of a product is the design and specification of inherent subsystems, components, and interfaces between subsystems. Well‐defined interfaces allow the development of standardized subsystems that may be shared across product lines, e.g., technology platforms. Past research shows the benefits of modular product architecture in terms of improving cost of goods through common components and materials as well as improving development time cycles for derivative products. Product architecture does not occur by accident; it must be engineered and implemented. This study explores the impact of digital design and information technology (IT) on the development of modular product architectures. Through an empirical study of 122 firms and follow‐up interviews with several respondents, we study the impact of digital design tools and IT infrastructure on the development of modular product architecture and overall project outcomes. The results indicate that a firm's IT infrastructure has a strong, significant relationship with the development of modular product architecture. The findings also show a strong, positive relationship between the development of modular product architecture and project outcomes. However, in contrast to the common perception that digital design tools enhance R&D productivity and effectiveness, we do not find a significant relationship between digital design tool usage and modular product architecture or overall project outcomes. The findings suggest that digital design tools and their organizational implementation need improvement in up‐front new product development phases.     

解构主义在服装设计中的应用

解构理论以德里达的哲学理论为基础,其核心理念就是推翻固有的模式,建立新的秩序。服装中的解构分为理念和技巧两方面的运用。设计手法表现为:(1)拒绝"综合"观念,改向"分解"观念;(2)拒绝传统的使用与形式间的对立,转向两者的叠合或交叉;(3)强调碎裂叠合及组合,分解服装系统的界限,提出新定义。当下的服装设计中显现出三种伪解构主义:(1)对解构的不理解;(2)文本的意义代替了设计;(3)消极的理论倾向。解构的设计要发展,首先有赖于对解构设计的了解,及设计师对思维的高度要求的共同努力,以及对解构的积极方向的导引。解构在服装中已成为主流之一,并将继续流行。随着人们对理性的回归,解构作为理念将适度回转。解构作为技巧必将走向成衣化,最终成为服装设计的常用手段。     

How an integrative STEM curriculum can benefit students in engineering design practices

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.     

Sketching by design: teaching sketching to young learners

Recent science educational reforms in the United States have prompted increased efforts to teach engineering design as an approach to improve STEM (Science, Technology, Engineering, and Mathematics) learning in K-12 classrooms. Teaching design in early grades is a new endeavor for teachers in the United States. Much can be learned from design teaching and research on K-12 design education outside of the US. The purpose of this study was to explore how students learn and use design sketching to support their learning of science and design practices. Researchers provided a treatment of design sketching instruction based on best practices of prior research finding (Hope in Des Technol Educ Int J 10: 43–53, 2005; Gustafson et al. J Technol Educ 19(1):19–34, 2007). A delayed treatment model was used to provide a two-group counterbalanced quasi-experimental design to compare an experimental group and comparison (delayed treatment) group results from (6) grade 3 classrooms. Researchers employed Hope’s Des Technol Educ Int J 10: 43–53, (2005) frame to organize sketching data for analysis. Findings from this study indicated that design instruction treatment did improve student’s design and communication practices, moving from using sketching as a container of ideas to the use of sketching as a form of design communication and to refine design ideas. Both the treatment and comparison groups improved sketching skills after treatment was provided to both groups. Sketching is a design practice that can also help student learn science concepts through the generation of mental models of conceptual understanding.     

Impact of text on idea generation: an electroencephalography study

Sketching is widely used as a creative tool, playing a significant role in industrial design. Designers commonly use sketching to generate and evaluate ideas, leading to subsequent development of the most promising ideas. The current study examined the use of text in the idea generation sketching process among novices and experts. The electrophysiological correlates of thought processes were measured using electroencephalography (EEG). The thought process involved in idea generation was coded according to working memory components, and sketches were scored. The results revealed that experts generated better quality ideas, using similar thought processes. Importantly, the use of text increased the number of creative elements in ideas with lower creative quality among both novices and seniors. Electrophysiological analysis revealed that EEG signals corresponded with this behavioral pattern. Novices showed an activation pattern of low creativity, and the use of text activates the right hemisphere. Overall, the results revealed that the quality of concepts stored in memory was associated with a difference in quality between experts and novices, and that text elicited a higher volume of diverse analytical thinking that helped broaden creative possibilities rather than improving creative quality.     

Perspective: Linking Design Thinking with Innovation Outcomes through Cognitive Bias Reduction

“Design thinking” has generated significant attention in the business press and has been heralded as a novel problem‐solving methodology well suited to the often‐cited challenges business organizations face in encouraging innovation and growth. Yet the specific mechanisms through which the use of design, approached as a thought process, might improve innovation outcomes have not received significant attention from business scholars. In particular, its utility has only rarely been linked to the academic literature on individual cognition and decision‐making. This perspective piece advocates addressing this omission by examining “design thinking” as a practice potentially valuable for improving innovation outcomes by helping decision‐makers reduce their individual level cognitive biases. In this essay, I first review the assumptions, principles, and key process tools associated with design thinking. I then establish its foundation in the decision‐making literature, drawing on an extensive body of research on cognitive biases and their impact. The essay concludes by advancing a set of propositions and research implications, aiming to demonstrate one particular path that future research might take in assessing the utility of design thinking as a method for improving organizational outcomes related to innovation. In doing so, it seeks to address the challenge of conducting academic research on a practice that is obviously popular in management circles but appears resistant to rigorous empirical inquiry because of the multifaceted nature of its “basket” of tools and processes and the complexity of measuring the outcomes it produces.     

A Typified, Culture-Based, Interpretation of Management of SMEs in Southeast Asia

Our knowledge of managing small and medium-sized enterprises (SMEs) is predominantly based on Western world, in particular U.S., thinking. This article presents the results from a survey of the overseas Chinese SME business world, i.e. SMEs in seven Southeast Asian countries, where Chinese dominate business (Indonesia, Singapore, Malaysia, Thailand, Hong Kong, Taiwan and the Philippines). A typified picture of overseas Chinese SME management (i.e. a picture of management behavior, when and if participants are true to their culture and general economic environment) is provided. Management is seen in its general organizational role as well as in its role in the financial and marketing business functions. Some similarities as well as differences with the Western view of management of SMEs are noted.     

Creative Thinking, Values and Design and Technology Education

The development of Design and Technology curricula has always been premised on the importance of the act of designing and of the value of the contingent activity of creative thinking. Despite this, there has been a great deal of uncertainty about methods for developing creative thinking abilities in design and technology students. However, the results of research from cognitive psychology, engineering and invention suggest some promising strategies for application in design and technology classes. Moreover, these strategies are emerging during a time when issues concerning ethics and values are also being raised. This paper presents a brief summary of the research into problem-solving and design. It then explores a range of creative thinking strategies, and of their possible applications in design, and goes on to argue that the strategies and settings that promote creative thinking in design and technology make the area not only one that is suitable for addressing ethics and values, but that it may be one of the major reasons for including design and technology programs in school curricula.