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Comparing the Effects of Design Interventions on the Quality of Design Concepts As a Reflection of Ideation Flexibility

[+] Author Affiliations
Daniel Henderson

Pennsylvania State University, University Park, PA

Kathryn Jablokow

Pennsylvania State University, Malvern, PA

Shanna Daly

University of Michigan, Ann Arbor, MI

Seda McKilligan

Iowa State University, Ames, IA

Eli Silk

Rutgers University, New Brunswick, NJ

Paper No. DETC2018-85606, pp. V007T06A004; 10 pages
doi:10.1115/DETC2018-85606
From:
  • ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 7: 30th International Conference on Design Theory and Methodology
  • Quebec City, Quebec, Canada, August 26–29, 2018
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5184-5
  • Copyright © 2018 by ASME

abstract

Various interventions (i.e., methods and tools that guide design work) have been developed to support successful idea generation in a design process. Our previous research explored the impacts of three such design interventions: cognitive-style based teaming, problem framing, and design heuristics. In this work, we looked across these interventions to compare their effects on students’ design ideas. In particular, 966 design ideas collected from 152 undergraduate students in engineering and industrial design from two Midwestern universities were analyzed to investigate their quality with and without each design intervention. Statistically significant differences were observed for the teaming and problem framing interventions. This study has implications for design educators in how design interventions might be used to affect students’ design solutions.

Copyright © 2018 by ASME
Topics: Reflection , Design

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