Abstract Additive manufacturing offers a high degree of design freedom. When Design for Additive Manufacturing is conducted properly, lightweight potential can be exploited. This contribution introduces a novel design approach for the widespread fused layer modelling (FLM) technology when using orthotropic Fibre Reinforced Polymer filament. Its objective is to obtain stiff and strong load-path optimized FLM structures in a structured and algorithmic way. The approach therefore encompasses (1) build orientation optimization to consider weaker bonding between layers than intralayer; (2) topology optimization with orthotropic material properties to obtain favourable overall geometry and inner structure; (3) direct build path generation from optimized material orientation and alternatives to the direct generation and (4) simulation. The approach is demonstrated using a lift arm under multiple load cases and further demonstrator parts to show its general applicability. Lightweight potential of individual optimization steps and the influence of modifications contrasting general non-FLM-specific optimization are studied and discussed.
{"title":"Systematic development of load-path dependent FLM-FRP lightweight structures","authors":"Harald Voelkl, S. Wartzack","doi":"10.1017/dsj.2021.9","DOIUrl":"https://doi.org/10.1017/dsj.2021.9","url":null,"abstract":"Abstract Additive manufacturing offers a high degree of design freedom. When Design for Additive Manufacturing is conducted properly, lightweight potential can be exploited. This contribution introduces a novel design approach for the widespread fused layer modelling (FLM) technology when using orthotropic Fibre Reinforced Polymer filament. Its objective is to obtain stiff and strong load-path optimized FLM structures in a structured and algorithmic way. The approach therefore encompasses (1) build orientation optimization to consider weaker bonding between layers than intralayer; (2) topology optimization with orthotropic material properties to obtain favourable overall geometry and inner structure; (3) direct build path generation from optimized material orientation and alternatives to the direct generation and (4) simulation. The approach is demonstrated using a lift arm under multiple load cases and further demonstrator parts to show its general applicability. Lightweight potential of individual optimization steps and the influence of modifications contrasting general non-FLM-specific optimization are studied and discussed.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262378","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}
Abstract This paper proposes a relationship between design thinking and computational thinking. It describes design thinking and computational thinking as two prominent ways of understanding how people address design problems. It suggests that, currently, each of design thinking and computational thinking is defined and theorized in isolation from the other. A two-dimensional ontological space of the ways that people think in addressing problems is proposed, based on the orientation of the thinker towards problem and solution generality/specificity. Placement of design thinking and computational thinking within this space and discussion of their relationship leads to the suggestion of a dual process model for addressing design problems. It suggests that, in this model, design thinking and computational thinking are processes that are ontological mirror images of each other, and are the two processes by which thinkers address problems. Thinkers can move fluently between the two. The paper makes a contribution towards the theoretical foundations of design thinking and proposes questions about how design thinking and computational thinking might be both investigated and taught as constituent parts of a dual process.
{"title":"Design thinking and computational thinking: a dual process model for addressing design problems","authors":"Nick Kelly, J. Gero","doi":"10.1017/dsj.2021.7","DOIUrl":"https://doi.org/10.1017/dsj.2021.7","url":null,"abstract":"Abstract This paper proposes a relationship between design thinking and computational thinking. It describes design thinking and computational thinking as two prominent ways of understanding how people address design problems. It suggests that, currently, each of design thinking and computational thinking is defined and theorized in isolation from the other. A two-dimensional ontological space of the ways that people think in addressing problems is proposed, based on the orientation of the thinker towards problem and solution generality/specificity. Placement of design thinking and computational thinking within this space and discussion of their relationship leads to the suggestion of a dual process model for addressing design problems. It suggests that, in this model, design thinking and computational thinking are processes that are ontological mirror images of each other, and are the two processes by which thinkers address problems. Thinkers can move fluently between the two. The paper makes a contribution towards the theoretical foundations of design thinking and proposes questions about how design thinking and computational thinking might be both investigated and taught as constituent parts of a dual process.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625377","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}
Abstract A network modelling approach to educational mapping leads to a scalable computational model that supports adaptive learning, intelligent tutors, intelligent teaching assistants, and data-driven continuous improvement. Current educational mapping processes are generally applied at a level of resolution that is too coarse to support adaptive learning and learning analytics systems at scale. This paper proposes a network modelling approach to structure extremely fine-grained statements of learning ability called Micro-outcomes, and a method to design sensors for inferring a learner’s knowledge state. These sensors take the form of high-resolution assessments and trackers that collect digital analytics. The sensors are linked to Micro-outcomes as part of the network model, enabling inference and pathway analysis. One example demonstrates the modelling approach applied to two community college subjects in College Algebra and Introductory Accounting. Application examples showcase how this modelling approach provides the design foundation for an intelligent tutoring system and intelligent teaching assistant system deployed at Arapahoe Community College and Quinsigamond Community College. A second example demonstrates the modelling approach deployed in an undergraduate aerospace engineering subject at the Massachusetts Institute of Technology to support course planning and teaching improvement.
{"title":"Network models and sensor layers to design adaptive learning using educational mapping","authors":"Luwen Huang, K. Willcox","doi":"10.1017/dsj.2021.8","DOIUrl":"https://doi.org/10.1017/dsj.2021.8","url":null,"abstract":"Abstract A network modelling approach to educational mapping leads to a scalable computational model that supports adaptive learning, intelligent tutors, intelligent teaching assistants, and data-driven continuous improvement. Current educational mapping processes are generally applied at a level of resolution that is too coarse to support adaptive learning and learning analytics systems at scale. This paper proposes a network modelling approach to structure extremely fine-grained statements of learning ability called Micro-outcomes, and a method to design sensors for inferring a learner’s knowledge state. These sensors take the form of high-resolution assessments and trackers that collect digital analytics. The sensors are linked to Micro-outcomes as part of the network model, enabling inference and pathway analysis. One example demonstrates the modelling approach applied to two community college subjects in College Algebra and Introductory Accounting. Application examples showcase how this modelling approach provides the design foundation for an intelligent tutoring system and intelligent teaching assistant system deployed at Arapahoe Community College and Quinsigamond Community College. A second example demonstrates the modelling approach deployed in an undergraduate aerospace engineering subject at the Massachusetts Institute of Technology to support course planning and teaching improvement.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44191120","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}
Abstract Prototyping constitutes a major theme of design education and an integral part of engineering design academic courses. Physical prototypes and the model building process, in particular, have been proved to boost students’ creativity and resourcefulness and assist in the better evaluation of concepts. However, students’ usage of prototypes has still not been explored in depth with the aim of being transformed into educational guidelines. This paper presents an investigation of students’ reasoning behind prototyping activities based on the concept of Purposeful Prototyping, developed in the authors’ previous work. This is performed by identifying instances of prototype use in students’ design projects and by discovering which types of prototyping purposes they apply and to what extent, as well as by studying the relationships between purposes, early design stages, academic performance and project planning. The analysis of the results shows that prototyping can support students’ learning objectives by acting as a project scheduling tool and highlights the contribution of early-stage prototyping in academic performance. It is also confirmed that students’ limited prototyping scope prevents them from gaining prototyping’s maximum benefits and that they require strategic guidelines tailored to their needs. A new, improved list of prototyping purposes is proposed based on the study’s results.
{"title":"Physical prototyping rationale in design student projects: an analysis based on the concept of purposeful prototyping","authors":"Konstantinos Petrakis, A. Wodehouse, A. Hird","doi":"10.1017/dsj.2021.6","DOIUrl":"https://doi.org/10.1017/dsj.2021.6","url":null,"abstract":"Abstract Prototyping constitutes a major theme of design education and an integral part of engineering design academic courses. Physical prototypes and the model building process, in particular, have been proved to boost students’ creativity and resourcefulness and assist in the better evaluation of concepts. However, students’ usage of prototypes has still not been explored in depth with the aim of being transformed into educational guidelines. This paper presents an investigation of students’ reasoning behind prototyping activities based on the concept of Purposeful Prototyping, developed in the authors’ previous work. This is performed by identifying instances of prototype use in students’ design projects and by discovering which types of prototyping purposes they apply and to what extent, as well as by studying the relationships between purposes, early design stages, academic performance and project planning. The analysis of the results shows that prototyping can support students’ learning objectives by acting as a project scheduling tool and highlights the contribution of early-stage prototyping in academic performance. It is also confirmed that students’ limited prototyping scope prevents them from gaining prototyping’s maximum benefits and that they require strategic guidelines tailored to their needs. A new, improved list of prototyping purposes is proposed based on the study’s results.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947405","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}
Abstract Facilitation style appears to be an important determinant of design team effectiveness. The neutrality of the group facilitator may be a key factor; however, the characteristics and impact of neutrality are relatively understudied. In a designed classroom setting, we examine the impact of two different approaches to group facilitation: (i) facilitator’s neutrality expressed as low equidistance and high impartiality and (ii) facilitator’s neutrality expressed as high equidistance and low impartiality, on team trust, trust to the facilitator and team potency. To do this, we conducted a repeated-measures experiment with a student sample. Our results indicate that facilitators expressing neutrality through low equidistance and high impartiality had a greater positive impact on team trust. The two approaches did not differ on team potency and facilitator trust. These results contribute to developing theories of design facilitation and team effectiveness by suggesting how facilitation may shape team trust and potency in group design. Based on our findings, we point to the need for future work to further examine the impact of facilitator’s process awareness and neutrality, and show how facilitation methods may benefit teams during creative design teamwork.
{"title":"Facilitating design: examining the effects of facilitator’s neutrality on trust and potency in an exploratory experimental study","authors":"A. Wróbel, C. Lomberg, P. Cash","doi":"10.1017/dsj.2021.5","DOIUrl":"https://doi.org/10.1017/dsj.2021.5","url":null,"abstract":"Abstract Facilitation style appears to be an important determinant of design team effectiveness. The neutrality of the group facilitator may be a key factor; however, the characteristics and impact of neutrality are relatively understudied. In a designed classroom setting, we examine the impact of two different approaches to group facilitation: (i) facilitator’s neutrality expressed as low equidistance and high impartiality and (ii) facilitator’s neutrality expressed as high equidistance and low impartiality, on team trust, trust to the facilitator and team potency. To do this, we conducted a repeated-measures experiment with a student sample. Our results indicate that facilitators expressing neutrality through low equidistance and high impartiality had a greater positive impact on team trust. The two approaches did not differ on team potency and facilitator trust. These results contribute to developing theories of design facilitation and team effectiveness by suggesting how facilitation may shape team trust and potency in group design. Based on our findings, we point to the need for future work to further examine the impact of facilitator’s process awareness and neutrality, and show how facilitation methods may benefit teams during creative design teamwork.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751850","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}
Abstract In the design of long fibre reinforced thermoplastic (LFT) structures, there is a direct dependency on the manufacturing. Therefore, it is indispensable to integrate the manufacturing influences into the design process. This not only offers new opportunities for material- and load-adapted designs, but also reduces cost-intensive modifications in later stages. The goal of this contribution is to make the complexity manageable by presenting a method which couples LFT manufacturing and structural simulations in an automated optimization loop. Herein, the influence of linear-elastic, local anisotropic material properties as well as residual stresses resulting from the compression molding of LFT on the stiffness-optimized design of beaded plates is investigated. Based on the simulation studies in this contribution, it can be summarized that the resulting bead height and flank angle, considering anisotropies and residual stresses, are smaller compared to isotropic modelling. As a conclusion, the strength constraint limits the maximum bead height and the flank angle needs to be additionally chosen as a consequence of the local fibre orientations and residual stresses resulting from manufacturing. Optimized bead cross sections are only valid for a specific system under investigation, as they depend on the defined boundary conditions (load case, initial charge geometry and position, fibre orientations, etc.).
{"title":"On the bead design in LFT structures: the influence of manufacturing-induced residual stresses","authors":"S. Revfi, Marvin Mikus, K. Behdinan, A. Albers","doi":"10.1017/dsj.2021.4","DOIUrl":"https://doi.org/10.1017/dsj.2021.4","url":null,"abstract":"Abstract In the design of long fibre reinforced thermoplastic (LFT) structures, there is a direct dependency on the manufacturing. Therefore, it is indispensable to integrate the manufacturing influences into the design process. This not only offers new opportunities for material- and load-adapted designs, but also reduces cost-intensive modifications in later stages. The goal of this contribution is to make the complexity manageable by presenting a method which couples LFT manufacturing and structural simulations in an automated optimization loop. Herein, the influence of linear-elastic, local anisotropic material properties as well as residual stresses resulting from the compression molding of LFT on the stiffness-optimized design of beaded plates is investigated. Based on the simulation studies in this contribution, it can be summarized that the resulting bead height and flank angle, considering anisotropies and residual stresses, are smaller compared to isotropic modelling. As a conclusion, the strength constraint limits the maximum bead height and the flank angle needs to be additionally chosen as a consequence of the local fibre orientations and residual stresses resulting from manufacturing. Optimized bead cross sections are only valid for a specific system under investigation, as they depend on the defined boundary conditions (load case, initial charge geometry and position, fibre orientations, etc.).","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828833","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}
Abstract Hackathons are short-term events at which participants work in small groups to ideate, develop and present a solution to a problem. Despite their popularity, and significant relevance to design research, they have only recently come into research focus. This study presents a review of the existing literature on the characteristics of designing at hackathons. Hackathon participants are found to follow typical divergence–convergence patterns in their design process throughout the hackathon. Unique features include the initial effort to form teams and the significant emphasis on preparing and delivering a solution demo at the final pitch. Therefore, hackathons present themselves as a unique setting in which design is conducted and learned, and by extension, can be studied. Overall, the review provides a foundation to inform future research on design at hackathons. Methodological limitations of current studies on hackathons are discussed and the feasibility of more systematic studies of design in these types of settings is assessed. Further, we explore how the unique nature of the hackathon format and the diverse profiles of hackathon participants with regards to subject matter knowledge, design expertise and prior hackathon experience may affect design cognition and behaviour at each stage of the design process in distinctive ways.
{"title":"Design at hackathons: new opportunities for design research","authors":"Meagan Flus, A. Hurst","doi":"10.1017/dsj.2021.1","DOIUrl":"https://doi.org/10.1017/dsj.2021.1","url":null,"abstract":"Abstract Hackathons are short-term events at which participants work in small groups to ideate, develop and present a solution to a problem. Despite their popularity, and significant relevance to design research, they have only recently come into research focus. This study presents a review of the existing literature on the characteristics of designing at hackathons. Hackathon participants are found to follow typical divergence–convergence patterns in their design process throughout the hackathon. Unique features include the initial effort to form teams and the significant emphasis on preparing and delivering a solution demo at the final pitch. Therefore, hackathons present themselves as a unique setting in which design is conducted and learned, and by extension, can be studied. Overall, the review provides a foundation to inform future research on design at hackathons. Methodological limitations of current studies on hackathons are discussed and the feasibility of more systematic studies of design in these types of settings is assessed. Further, we explore how the unique nature of the hackathon format and the diverse profiles of hackathon participants with regards to subject matter knowledge, design expertise and prior hackathon experience may affect design cognition and behaviour at each stage of the design process in distinctive ways.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47059136","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}
Abstract The engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the process as novices. However, it is not known how individual components of the design process induce stress in designers. This study explored the cognitive experience of introductory engineering design students during concept generation, concept selection and physical modelling to identify stress signatures for these three design activities. Data were collected for the design activities using pre- and post-task surveys. Each design activity produced distinct markers of cognitive experience and a unique stress signature that was stable across design activity themes. Rankings of perceived sources of stress also differed for each design activity. Students, however, did not perceive any physiological changes due to the stress of design for any of the design activities. Findings indicate that physical modelling was the most stressful for students, followed by concept generation and then concept selection. Additionally, recommendations for instructors of introductory engineering design courses were provided to help them apply the results of this study. Better understanding of the cognitive experience of students during design can support instructors as they learn to better teach design.
{"title":"The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process","authors":"H. Nolte, Christopher McComb","doi":"10.1017/dsj.2020.32","DOIUrl":"https://doi.org/10.1017/dsj.2020.32","url":null,"abstract":"Abstract The engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the process as novices. However, it is not known how individual components of the design process induce stress in designers. This study explored the cognitive experience of introductory engineering design students during concept generation, concept selection and physical modelling to identify stress signatures for these three design activities. Data were collected for the design activities using pre- and post-task surveys. Each design activity produced distinct markers of cognitive experience and a unique stress signature that was stable across design activity themes. Rankings of perceived sources of stress also differed for each design activity. Students, however, did not perceive any physiological changes due to the stress of design for any of the design activities. Findings indicate that physical modelling was the most stressful for students, followed by concept generation and then concept selection. Additionally, recommendations for instructors of introductory engineering design courses were provided to help them apply the results of this study. Better understanding of the cognitive experience of students during design can support instructors as they learn to better teach design.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2020.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42992943","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}
Abstract This paper builds on the lead author’s keynote address to the Design Society’s 22nd International Conference on Engineering Design in 2019, and in doing so provides a personal perspective on the development of the field of design for sustainability. It begins by describing some of the history of the research from the late 1980s until the present day. This is followed by an analysis of the way in which design for sustainability has been reflected within the International Conference on Engineering Design over the last 30 years, highlighting the way in which the focus has shifted over this time from a focus on recycling and end of life to today where sustainability is playing a leading role in the research. The analysis compares the evolution of the subject with the wider policy and practice perspectives linked to global recognition of the need to move towards Sustainable Development. Finally, the paper reflects on the lessons to be learned from this work and their implications for design research illustrating that engineering design has an opportunity to take more leadership within design for sustainability research and use this to enable change within industry.
{"title":"Thirty years of design for sustainability: an evolution of research, policy and practice","authors":"T. Bhamra, Ricardo J. Hernandez","doi":"10.1017/dsj.2021.2","DOIUrl":"https://doi.org/10.1017/dsj.2021.2","url":null,"abstract":"Abstract This paper builds on the lead author’s keynote address to the Design Society’s 22nd International Conference on Engineering Design in 2019, and in doing so provides a personal perspective on the development of the field of design for sustainability. It begins by describing some of the history of the research from the late 1980s until the present day. This is followed by an analysis of the way in which design for sustainability has been reflected within the International Conference on Engineering Design over the last 30 years, highlighting the way in which the focus has shifted over this time from a focus on recycling and end of life to today where sustainability is playing a leading role in the research. The analysis compares the evolution of the subject with the wider policy and practice perspectives linked to global recognition of the need to move towards Sustainable Development. Finally, the paper reflects on the lessons to be learned from this work and their implications for design research illustrating that engineering design has an opportunity to take more leadership within design for sustainability research and use this to enable change within industry.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43393400","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}
Abstract The research presented in this paper explores how engineering students cognitively manage concept generation and measures the effects of additional dimensions of sustainability on design cognition. Twelve first-year and eight senior engineering students generated solutions to 10 design problems. Half of the problems included additional dimensions of sustainability. The number of unique design solutions students developed and their neurocognitive activation were measured. Without additional requirements for sustainability, first-year students generated significantly more solutions than senior engineering students. First-year students recruited higher cortical activation in the brain region generally associated with cognitive flexibility, and divergent and convergent thinking. Senior engineering students recruited higher activation in the brain region generally associated with uncertainty processing and self-reflection. When additional dimensions of sustainability were present, first-year students produced fewer solutions. Senior engineering students generated a similar number of solutions. Senior engineering students required less cortical activation to generate a similar number of solutions. The varying patterns of cortical activation and different number of solutions between first-year and senior engineering students begin to highlight cognitive differences in how students manage and retrieve information in their brain during design. Students’ ability to manage complex requirements like sustainability may improve with education.
{"title":"Cognitive differences among first-year and senior engineering students when generating design solutions with and without additional dimensions of sustainability","authors":"Mo Hu, Tripp Shealy, J. Milovanovic","doi":"10.1017/dsj.2021.3","DOIUrl":"https://doi.org/10.1017/dsj.2021.3","url":null,"abstract":"Abstract The research presented in this paper explores how engineering students cognitively manage concept generation and measures the effects of additional dimensions of sustainability on design cognition. Twelve first-year and eight senior engineering students generated solutions to 10 design problems. Half of the problems included additional dimensions of sustainability. The number of unique design solutions students developed and their neurocognitive activation were measured. Without additional requirements for sustainability, first-year students generated significantly more solutions than senior engineering students. First-year students recruited higher cortical activation in the brain region generally associated with cognitive flexibility, and divergent and convergent thinking. Senior engineering students recruited higher activation in the brain region generally associated with uncertainty processing and self-reflection. When additional dimensions of sustainability were present, first-year students produced fewer solutions. Senior engineering students generated a similar number of solutions. Senior engineering students required less cortical activation to generate a similar number of solutions. The varying patterns of cortical activation and different number of solutions between first-year and senior engineering students begin to highlight cognitive differences in how students manage and retrieve information in their brain during design. Students’ ability to manage complex requirements like sustainability may improve with education.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/dsj.2021.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48097597","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：