Cognitive Characteristics and Design Creativity: An Experimental Study

2005 ◽  
Author(s):  
Yong Se Kim ◽  
Mi Hyun Kim ◽  
Sun Tai Jin
Keyword(s):  
Experimental Study ◽  
Design Education ◽  
Visual Analysis ◽  
Creative Design ◽  
Cognitive Characteristics ◽  
Design Creativity ◽  
Basic Ability

The objective of this research is to identify the relations between various cognitive characteristics and design creativity so that such relations could be exploited as a guide for design education. In this paper, an experimental study toward these goals is presented where various cognitive characteristics and abilities were evaluated for three groups of students whose exposure and education in design varies. Based on the experiment, constructive perception ability that combines perception and conception and basic ability in visual reasoning composed of visual analysis, synthesis and representation in iterative nature are equally related with creative design ability. However, the correlation between constructive perception and visual reasoning has not been identified in spite of some common aspects of the two.

scholarly journals Exploring the Effect of Combinational Pictorial Stimuli on Creative Design Performance

2019 ◽  
Vol 1 (1) ◽  
pp. 1763-1772
Author(s):  
Min Hua ◽  
Ji Han ◽  
Xuezi Ma ◽  
Peter Childs
Keyword(s):  
Design Education ◽  
Negative Impact ◽  
Visual Stimuli ◽  
Design Stage ◽  
Creative Design ◽  
Support Design ◽  
Support Tool ◽  
Early Design Stage ◽  
Design Creativity ◽  
Pictorial Stimuli

AbstractVisual stimuli can be useful in supporting design ideation process. However, researchers still know very little about how stimuli should be delivered to designers during the early design stage. This question is crucial to the effective use of stimuli because previous researches have proved that ill-presented stimuli can have a negative impact on design creativity. Therefore, an empirical study was conducted with the aim of exploring if and how combinational pictorial stimuli can affect designers' creative performance. Results from a total of 36 participants show that the design outcomes presented by the group exposed to combinational pictorial stimuli were more creative than those given by the group exposed to no stimuli or randomly presented pictorial stimuli. These results imply that the form of stimuli delivery can affect creative design outcomes and combinational pictorial stimuli best support design creativity among these three conditions. These findings give us a better understanding of the roles that visual stimuli play in design, which is expected to bring us important implications for both design education and design support tool development

scholarly journals THE INFLUENCE OF DESIGN BRIEF INFORMATION ON CREATIVE OUTCOMES BY NOVICE AND ADVANCED STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 3041-3050
Author(s):  
Georgios Koronis ◽  
Hernan Casakin ◽  
Arlindo Silva ◽  
Jacob Kai Siang Kang
Keyword(s):  
Design Education ◽  
Design Problems ◽  
Frame Design ◽  
Design Creativity ◽  
Abstract Representations ◽  
Advanced Students ◽  
Different Types ◽  
Fishbone Diagram ◽  
Design Expertise ◽  
Novel Design

AbstractThis study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.

Expanding the Solution Space in Engineering Design Education: A Simulation-Based Investigation of Product Dissection

2019 ◽  
Vol 141 (3) ◽  
Author(s):  
Mohammad Alsager Alzayed ◽  
Christopher McComb ◽  
Samuel T. Hunter ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Design ◽  
Educational Level ◽  
Design Education ◽  
Computational Simulation ◽  
Solution Space ◽  
First Year ◽  
Creative Design ◽  
Engineering Design Education ◽  
Virtual Dissection ◽  
The Impact

Product dissection has been highlighted as an effective means of interacting with example products in order to produce creative outcomes. While product dissection is often conducted as a team in engineering design education, the research on the effectiveness of product dissection activities has been primarily limited to individuals. Thus, the purpose of this study was to investigate the impact of the type(s) of product dissected in a team environment on encouraging creative design outcomes (variety, novelty, and quantity) and the underlying influence of educational level and dissection modality on these effects. This was accomplished through a computational simulation of 14,000 teams of noninteracting brainstorming individuals generated by a statistical bootstrapping technique using a design repository of 931 ideas generated by first-year and senior engineering students. The results of the study highlight the importance of educational level, dissection modality, and the number of products dissected on team design outcomes. Specifically, virtual dissection encouraged the exploration of more novel solutions across both educational levels. However, physical dissection encouraged the exploration of a larger variety and quantity of ideas for senior teams while virtual dissection encouraged the same in first-year teams. Finally, dissecting different types of products allowed teams to explore a larger solution space. The findings presented in this study can lead to a better understanding of how to deploy product dissection modules in engineering design education in order to drive creative design outcomes.

Teaching Creative Design by Integrating General Design Theory and the Pahl and Beitz Methodology

2010 ◽  
Author(s):  
Tetsuo Tomiyama ◽  
Paul Breedveld ◽  
Herbert Birkhofer
Keyword(s):  
The Netherlands ◽  
Medical Devices ◽  
Design Education ◽  
Design Theory ◽  
Design Methodology ◽  
Theoretical Explanation ◽  
Creative Design ◽  
General Design ◽  
Improve Design ◽  
Design Methodologies

The design methodology developed by Pahl and Beitz (P&B) is one of the most widely taught design methodologies. However, this methodology is not easy to correctly exercise for non-experienced designers such as students. At TU Darmstadt in Germany, a method was developed to make students to realize the background philosophy of P&B, to reduce misunderstanding and misuse of the method, and to help them to arrive at creative design. At TU Delft in the Netherlands, an experienced designer who works on designing mechanical medical devices developed a method to generate creative designs. Although independently developed, these two methods share some commonality and have a potential to improve design education towards creative design. This paper is an attempt to give a theoretical explanation why these two methods facilitate creative design based on General Design Theory.

Promoting Creativity in Local Tourist Businesses

2007 ◽  
Vol 21 (5) ◽  
pp. 313-321
Author(s):  
Margaret-Catherine Perivoliotis-Chryssovergis
Keyword(s):  
Rural Areas ◽  
Design Education ◽  
New Technology ◽  
Research Work ◽  
Computer Training ◽  
Educational Module ◽  
Marketing Education ◽  
Design Creativity ◽  
Starting Point ◽  
E Learning

This paper discusses an e-learning pilot study focusing on local tourist producers and businesses involved in the production of artefacts, mainly textiles. The project included research into the possibilities of incorporating the strengths of local cultural heritage as a vital starting point for design creativity, innovation, production and education. A special educational module was developed, employing new technology, and was applied experimentally to selected participating tourist producers, offering them fundamental design education, computer training and basic management and marketing education. The programme was made available via distance learning, thus providing tourist producers and workshops in remote and rural areas with access to training and an opportunity to develop the skills necessary for them to be competitive. Examples are offered from the research work and the adapted teaching programme.

scholarly journals THE CREATIVITY MATRIX: AN EXTENSION TO AXIOMATIC DESIGN

2011 ◽  
Author(s):  
Brad Crowell ◽  
Peter Gregson
Keyword(s):  
Cognitive Psychology ◽  
Engineering Design ◽  
Design Process ◽  
Axiomatic Design ◽  
Synthesis Methods ◽  
Creative Design ◽  
Design Decisions ◽  
Good Design ◽  
Design Creativity ◽  
Analysis And Synthesis

Axiomatic Design helps a designer to make good design decisions. However, this addresses only one part of design. Prior to selecting a proposed design, the designer must synthesize options for further consideration. Within engineering design, creativity and expertise have been left to the competency of the designer and called the “art of engineering design”. To achieve a truly creative design process that addresses both analysis and synthesis, methods based on theories from Cognitive Psychology must be included. The resulting Creative Axiomatic Design process addresses both synthesis and analysis, enhancing creativity and expertise to inspire innovation and alternative perspectives on the design problem.

scholarly journals Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

10.28945/3406 ◽  
2016 ◽  
Vol 15 ◽  
pp. 035-052
Author(s):  
Pontus Wärnestål
Keyword(s):  
Design Education ◽  
Digital Design ◽  
Design Studio ◽  
Formal Learning ◽  
User Centered Design ◽  
Learning Sequence ◽  
Sustainable Solutions ◽  
Design Creativity ◽  
Wide Range ◽  
Learning Sequences

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

scholarly journals Imaginations of creative design on the basis of sustainable design

2016 ◽  
Author(s):  
Seçil Şatır
Keyword(s):  
Product Design ◽  
Study Design ◽  
Sustainable Design ◽  
The Other ◽  
Creative Design ◽  
Future Projections ◽  
Design Creativity ◽  
Original Idea ◽  
The Future ◽  
Basic Features

Sustainability has emerged as the most current and striking concepts of the 2000’s. Every field, every subject, and every thought generated its sustainable counter  part, and sustainability has come to symbolize the future. In fact, when sustainability researchers study design, they usually consider the sustainability of design.On the other hand, since it is of the essence of design, as in the essence of creativity, to conceive an original idea, to make new syntheses and to express them as an out of the ordinary image with seeable, tangible, olfactible, audible, and tasteable indicators, it is essential that the basic features of design should include knowledge about the future projections of design in the context of sustainability of design. Accordingly, it becomes a requisite to bring together all the information that is necessary to protect and sustain environments, habitats and nature that support life and evaluate it in shaping the future of product design and teach it as accumulated knowledge. Keywords: sustainable design, creativity, practices in education.

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