Konstruk rekabentuk berbantu komputer dalam penjanaan idea inovasi

Asas kepada pembinaan instrumen iaitu Jadual Spesifikasi Konstruk (JSK) Rekabentuk Berbantu Komputer(RBK) dan hubungannya dengan penjanaan idea inovasi dalam rekabentuk produk telah dibina berdasarkan teori-teori penjanaan idea, definisi operasi dan sumber kajian-kajian terdahulu dari dalam dan luar negara. Kajian awal melalui pemerhatian, kajian literatur, temubual berstruktur telah dijalankan untuk mengenalpasti konstruk-konstruk dalam RBK yang mempunyai hubungan dengan penjanaan idea inovasi dalam rekabentuk produk diperingkat awal proses rekabentuk produk. Kesahan JSK adalah daripada dua orang pakar bidang RBK dan kemudiannya dianalisis menggunakan kaedah Cohen Kappa. Pekali persetujuan yang diperolehi adalah pada ukuran k = .786 (92%, p<.0005) iaitu pada tahap baik untuk digunakan sebagai asas kepada instrumen yang akan dibina. Kajian rintis secara kualitatif dengan kaedah ‘think aloud protocol’ kemudiannya telah dijalankan terhadap empat pelajar kejuruteraan mekanikal di salah sebuah Kolej Komuniti KPM yang menggunakan RBK dalam proses rekabentuk produk bagi menentukan konstruk dan sub konstruk serta hubungannya dengan penjanaan idea inovasi. Konstruk-konstruk dalam RBK yang dikenalpasti adalah terdiri dari empat rangka konstruk utama iaitu pembinaan model pepejal, simulasi model, manipulasi model dan visualisasi model. Dapatan kajian mendapati empat konstruk akhir rekabentuk(Ismail, Mahmud, & Hassan, 2012; Musta’amal & Fairus, 2012; Séquin, 2005). Selain daripada itu, menggunakan RBK diperingkat awal proses rekabentuk dapat meningkatkan visualisasi dan komunikasi kerana RBK mempunyai fasiliti yang berupaya menterjemahkan idea perekabentuk secara maya melalui paparan grafik seakan produk sebenar sebelum ianya dihasilkan diperingkat akhir rekabentuk(Hodgson, 2008; Brett F. Robertson, Walther, & Radcliffe, 2007). Berdasarkan kelebihan RBK diperingkat rekabentuk konsep, penyelidik cuba mengkaji serta meneroka bagaimana jika RBK digunakan sebagai medium penjanaan idea untuk merekabentuk produk inovasi diperingkat awal proses rekabentuk produk selain daripada menggunakan kaedah lakaran tangan. Secara ringkasnya objektif utama dalam kajian ini adalah untuk menentukan konstruk dan sub konstruk yang terdapat dalam RBK yang berpotensi dapat menjana idea inovasi dalam rekabentuk produk melalui pemerhatian secara dekat dengan kaedah ‘think aloud protocol’

A Diagnostic Analysis of Observational Sketching: Examples from the University of Latvia

The importance of freehand sketching is being updated and revised at a time when sketching by hand is, in many cases, being replaced by sketching with digital technologies. In addition, in Latvia, since the reform of the general education curriculum, sketching has been included in the new primary education curriculum, which requires primary school teachers to have experience and understanding of sketching. Freehand sketching is also part of the curriculum for future designers’ education. Researchers at the University of Latvia developed a task, criteria, and a description of the assessment levels (rubric) for sketching from an image to assess the initial preparedness and observational sketching skills of students on design and primary school education teachers’ programmes. The conclusion was that students’ sketching skills could be developed and extended by encouraging the use of different technical approaches and means of expression, as well as by practising the accuracy of observation

Informing Intentional Use of Prototyping in Engineering Design: Context-Specific Novice Approaches and Stakeholder Feedback

Prototypes are essential tools that can be used strategically throughout the design process to increase the likelihood that a product achieves stakeholder needs. Prototyping allows physical or visual form to be given to an idea, and research has shown that prototypes have the potential to support communication and improve product requirements elicitation and design input by enabling stakeholders and designers to engage around a “shared space” – the prototype. Despite the numerous benefits of using prototypes throughout a design process, novice designers often limit their use of prototypes to test and verify a chosen concept during the later phases of their processes. Limited studies to date have investigated novice uses of prototypes during the front-end phases of design and the effects of context, stakeholder type, and prototype type on stakeholder feedback. This research leverages approaches from multiple disciplines to characterize 1) novice designers’ uses of prototypes and 2) the effects of various factors on stakeholder design input during engagement with prototypes. We conducted interviews with engineering design students in different contexts to investigate their use of prototypes. We also developed a prototyping best practice framework to evaluate the intentionality in novice designers’ use of prototypes during design. To deepen our understanding of how prototype type can influence stakeholder feedback, we presented various prototypes of a medical device concept to diverse stakeholders, including medical doctors, medical students and nurses and asked questions to elicit feedback on the design. Research findings indicated that novice designers lacked intentionality when using prototypes. Their prototyping behaviors often occurred unintentionally to satisfy course requirements or as a response to failure or setbacks. Novice designers from different contexts favored different prototype types, and all participants underutilized prototypes, particularly during the front-end phases of design and when engaging with stakeholders. Our results further showed that nuances like prototype type, stakeholder group, and question type influenced the quality of stakeholder feedback. Since variation in prototype type, stakeholder group, and question type had a significant effect on the quality of stakeholder feedback, and since most novice designers did not use prototypes intentionally, our findings point to missed opportunities that likely impact several areas: what novice designers learn about using prototypes, the prototyping practices with which they begin professional practice, and ultimately the human-centered design solutions they create. This research leveraged, and has implications for, engineering design, design education, industrial design, design science, and design research methods. We expect that some of our findings, specifically that 1) novice designers lacked intentionality and underutilized prototypes, and 2) the types of prototypes, stakeholders, and questions influenced stakeholder feedback, are transferable to, and can have a broader impact on, other contexts in which prototypes are used. The fact that novice designers lacked intentionality in prototype use suggests that repeated and reflective practice is needed and informs pedagogical and industrial approaches throughout the engineering education and practice spectrum. We recommend that educators encourage a broader, more frequent use of prototypes during engineering design processes. By doing so, novice designers can develop the knowledge structures necessary to use prototypes intentionally, and intentionally with stakeholders, during design.PHDDesign ScienceUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/144132/1/midei_1.pd

Idea representation and elaboration in design inspiration and fixation experiments

Design fixation experiments often report that participants exposed to an example solution generate fewer ideas than those who were not. This reduced ‘idea fluency’ is generally explained as participants’ creativity being constrained by the example they have seen. However, the inclusion of an example also introduces other factors that might affect idea fluency in the experiments. We here offer an additional explanation for these results: participants not exposed to the example tend to generate ideas with little elaboration, while the level of detail in the example encourages a similar level of elaboration among stimulated participants. Because idea elaboration is time consuming, non-stimulated participants record more ideas overall. We investigated this hypothesis by reanalyzing data from three different studies; in two of them we found that non-stimulated participants generated more ideas and more ideas containing only text, whilst stimulated participants generated ideas that were more elaborated. Based on the creativity literature, we provide several explanations for the differences in results found across studies. Our findings and explanations have implications for the interpretation of creativity experiments reported to date and for the design of future studies.The CAPES Foundation, Ministry of Education of Brazil (BEX11468/13-0); The UK’s Engineering and Physical Sciences Research Council (EP/K008196/1

The effect of explicit instructions in idea generation studies

AbstractIn inspiration and fixation experiments, example designs are often provided along with the instructions for how participants should treat them. However, research has not reached a consensus about the influence of such instructions, leading to difficulties in understanding how the examples and the instructions each affect idea generation. We conducted an experiment in which 303 participants designed for the same design problem, while given different examples and instructions, which ranged from strongly encouraging copying the examples to strongly discouraging copying. Exposure to the examples affected the number and type of ideas generated, whereas exposure to the instructions did not. However, instructions did affect how participants incorporated features of the examples in their ideas. Encouraged groups incorporated many features of the examples, while also incorporating structural features more than conceptual ones. Surprisingly, the incorporation of features in discouraged groups was not different from that of groups given no instructions or even no stimulus. This indicates that concrete features may be easier to recognize and reproduce than abstract ones, and that encouraging instructions are more effective than discouraging ones, despite how strict or lenient those instructions are. The manipulation of different features also allowed us to observe how similar approaches to solving a design problem can compete for attention and how the calculation of feature repetition can be misleading depending on how common or obvious the features might be. These findings have implications for the interpretation of results from fixation studies, and for the development of design tools that present stimuli to assist idea generation.</jats:p

Understanding representation : contrasting gesture and sketching in design through dual-process theory

Representation is essential to design work. While there is a multitude of research on, for example, gesture, prototyping, and sketching, there is a critical need for a more general account of design representation, able to explain diverse results across representation modes and design tasks. We address this need by experimentally testing dual-process theory hypotheses regarding the impact of gesture and sketching on a range of design tasks, including reproduction, evaluation, elaboration, ideation, and selection. Central to this is the (mis)match between representation mode at input/response, and the interaction between Type 1 and Type 2 processing. These findings support a novel dual-process explanation of design representation, suggest resolutions to previously contradictory findings, and provide implications for design theory, education, and practice

Understanding the Role and Importance of Design Problems in Creativity Research

The overall objective of this research is to address the need for using similar conceptual design problems in experiments in engineering design creativity. This is accomplished by addressing three sub-objectives i) to identify the pattern of design problem usage, ii) to enable comparison between two conceptual design problems based on their natural language representations and iii) to analyze the impact of design problems on effectiveness of example interventions used in user studies in engineering design creativity. Design problems are an essential component of experiments in creativity research.The requirements of experiment’s design sometimes limit problem sharing between researchers or studies conducted by them. For understanding and identifying the design problem usage pattern, two network representations of design problems, connected to each other by authors and papers using them has been used. Both networks indicate that several problems have been used for creativity experiments and suggest the need for using same or ‘similar’ design problems to reduce between-study differences in design problem usage.This addresses the first objective of identifying pattern of design problem usage in creativity research. Problem similarity is assessed using two methods. The first method is based on identification of five structural elements of a design problem namely goals of a problem, functional requirements, non – functional requirements, reference to an existing product and information about end user. The protocol for identifying these elements in problem statement and then comparing design problems is illustrated through two examples. The second method for similarity assessment is based on Latent Semantic Analysis (LSA) of problem statements. LSA provides an objective method to compare semantic similarity of problem statements. Both methods help address the research objective of comparing problems based on their representation but fail to evaluate problem solvability. For understanding whether design problems influence the effectiveness of examples used as interventions, a meta-regression model between effect size and problem size has been used. Regression models suggest that problem size might have a linear relationship with effectiveness of examples for quantity of ideas produced by treatment group participants but enough evidence did not exist to suggest similar relationship for metrics quality and novelty. This addresses the sub-objective of design problems affecting the effectiveness of methods tested in experiments and overall objective of the need for using similar problems in creativity research

Integration of sketch-based ideation and 3D modeling with CAD systems

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This thesis is concerned with the study of how sketch-based systems can be improved to enhance idea generation process in conceptual design stage. It is also concerned with achieving a kind of integration between sketch-based systems and CAD systems to complete the digitization of the design process as sketching phase is still not integrated with other phases due to the different nature of it and the incomplete digitization of sketching phase itself. Previous studies identified three main related issues: sketching process, sketch-based modeling, and the integration between the digitized design phases. Here, the thesis is motivated from the desire to improve sketch-based modeling to support idea generation process but unlike previous studies that only focused on the technical or drawing part of sketching, this thesis attempts to concentrate more on the mental part of the sketching process which play a key role in developing ideas in design. Another motivation of this thesis is to produce a kind of integration between sketch-based systems and CAD systems to enable 3D models produced by sketching to be edited in detailed design stage. As such, there are two main contributions have been addressed in this thesis. The first contribution is the presenting of a new approach in designing sketch-based systems that enable more support for idea generation by separating thinking and developing ideas from the 3D modeling process. This kind of separation allows designers to think freely and concentrate more on their ideas rather than 3D modeling. the second contribution is achieving a kind of integration between gesture-based systems and CAD systems by using an IGES file in exchanging data between systems and a new method to organize data within the file in an order that make it more understood by feature recognition embedded in commercial CAD systems.This study is funded by the Ministry of Higher Education of Egypt

Process Information and Creative Mindsets: An Examination of Their Role in the Evaluation of Creativity

Evaluating creativity is a key role for any organization interested in innovation and how that evaluation occurs has been a focal point of researchers. Although creativity scholars have made strides in understanding creativity evaluations, questions remain about the role that process information plays in the evaluation. While most creativity research involves some type of outcome, such as an idea or product, the evaluators often have no description of the creator’s work process or any understanding of the idea or product’s creation. In this dissertation, I build upon the existing evaluation literature and critically examine how process information may influence the evaluation of an outcome’s creativity. In doing so, I investigate narratives of both iteration and insight process information, both of which are representative of creative work and likely to influence an evaluator’s perception. I validated materials to manipulate the narratives of creative process information and conducted an experimental study to determine how they affected perceptions of creativity. In doing so, I also considered the role of an evaluator’s growth creative mindset and how evaluators may differentially interpret and perceive the process information and final product depending on their mindset. The results offer some support that an evaluator’s growth creative mindset matters for creativity evaluations, but the findings do not support the interaction effect hypotheses between an evaluator’s growth creative mindset and process information on a product’s perceived creativity. Post-hoc analyses suggest that the effects of growth creative mindset occur predominantly via the utility of the product, while not affecting the perceived novelty. Post-hoc analyses also found a significantly negative effect of iteration process information on a product’s perceived utility. This dissertation has implications for any creators who need to discuss or describe their work to potential evaluators like colleagues or managers, as well as for researchers interested in understanding more about the multi-faceted nature of creative evaluations. The implications of this work also has the potential to increase in relevance as work from home policies and organizational norms change in a Post-Pandemic world where individuals have more autonomy and control about what others see and know abouttheir work process