scholarly journals Development of an AI Userbot for Engineering Design Education Using an Intent and Flow Combined Framework

2020 ◽  
Vol 10 (22) ◽  
pp. 7970
Author(s):  
Yu-Hung Chien ◽  
Chun-Kai Yao
Keyword(s):  
Engineering Design ◽  
System Architecture ◽  
Design Education ◽  
Early Stage ◽  
Design Practice ◽  
Structured Interviews ◽  
Engineering Design Education ◽  
Design Activities ◽  
Design Projects ◽  
Virtual Product

As the inclusion of users in the design process receives greater attention, designers need to not only understand users, but also further cooperate with them. Therefore, engineering design education should also follow this trend, in order to enhance students’ ability to communicate and cooperate with users in the design practice. However, it is difficult to find users on teaching sites to cooperate with students because of time and budgetary constraints. With the development of artificial intelligence (AI) technology in recent years, chatbots may be the solution to finding specific users to participate in teaching. This study used Dialogflow and Google Assistant to build a system architecture, and applied methods of persona and semi-structured interviews to develop AI virtual product users. The system has a compound dialog mode (combining intent- and flow-based dialog modes), with which multiple chatbots can cooperate with students in the form of oral dialog. After four college students interacted with AI userbots, it was proven that this system can effectively participate in student design activities in the early stage of design. In the future, more AI userbots could be developed based on this system, according to different engineering design projects for engineering design teaching.

AN EXPERIENTIAL LEARNING APPROACH FOR DEVELOPING MENTAL MODELS IN ENGINEERING DESIGN EDUCATION

2021 ◽  
Author(s):  
S. Li ◽  
C. Chua
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Mental Models ◽  
Design Education ◽  
Mental Simulation ◽  
Learning Approach ◽  
Engineering Design Education ◽  
Design Activities ◽  
Support Engineering ◽  
Prior Experiences

Mental simulation represents how a person interprets and understands the causal relations associated with the perceived information, and it is considered an important cognitive device to support engineering design activities. Mental models are considered information characterized in a person’s mind to understand the external world. They are important components to support effective mental simulation. This paper begins with a discussion on the experiential learning approach and how it supports learners in developing mental models for design activities. Following that, the paper looks at the four types of mental models: object, making, analysis and project, and illustrates how they capture different aspects and skills of design activities. Finally, the paper proposes an alternative framework, i.e., Spiral Learning Approach, which is an integration of Kolb’s experiential learningcycle and the Imaginative Education (IE) framework. While the Kolb’s cycle informs a pattern to leverage personal experiences to reusable knowledge, the IE’s framework suggests how prior experiences can trigger imagination and advance understandings. A hypothetical design of a snow removal device is used to illustrate the ideas of design-related mental models and the spirallearning approach.

scholarly journals REFLECTING ON THE USE OF DESIGN METHODOLOGY IN ENGINEERING DESIGN EDUCATION

2019 ◽  
Author(s):  
S. Li ◽  
G. Gress ◽  
P. Ziadé
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Course Delivery ◽  
Engineering Design Education ◽  
Need Support ◽  
Design Activities ◽  
Design Ideas ◽  
Context Free ◽  
Capstone Design

In the teaching of engineering design, it may be common to use design methodology (DM), as documented in several textbooks, in the course delivery.  However, considerable drawbacks could be observed in our case when DM is taken as the major guidance for a capstone design course. We argue that DM tends to prescribe some context-free methods and procedures, which cannot be easily applied by students to their capstone design projects. At the same time, we observe that students need support to characterize a design problem, integrate technical knowledge in design activities and verify design ideas. These aspects require analytical and critical thinking, where DM may not be particularly helpful for students. In the five-year journey of deemphasizing DM in a capstone design course, we have explored and examined various pedagogical approaches such as online modules, design labs and peer evaluations.  Without the teaching of DM, the pedagogical strategy needs to be carefully planned to deliver specific learning in engineering design.  

Students’ Perceptions of Humor and Creativity in Project-Organized Groups (pogs) in Engineering Design Education in China

2015 ◽  
Vol 4 (2) ◽  
pp. 162-179 ◽  
Author(s):  
Chunfang Zhou
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Black Box ◽  
Design Practice ◽  
Communication Tool ◽  
Engineering Design Education ◽  
Project Groups ◽  
Design Students ◽  
Education In China ◽  
Learner’S Perspective

This study explores engineering design students’ perceptions of humor in the experiences of creativity development in Project-Organized Groups (pogs). This study links theories including humor, learning, creativity, and engineering design in one framework. Empirically, this study carried out interviews with a total of 13 students in engineering design education at Northeastern University (neu) in China. We found that students think all humorous people are creative, and they welcome humor in project groups; they also regard humor as not only a personality or communication tool, but also the outcome of applying creative ideas in design practice. The students additionally think that humor is mainly used to keep individuals’ harmonious relationship with the group and that humor is the immediate ability to create using language in ongoing communication contexts. These findings are helpful to unpack the black box of humor from a learner’s perspective and contribute to future joint efforts of studies on humor and creativity in engineering design education.

EXPERIENCE OF PARTNERING WITH INDUSTRY TO ENRICH ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
Heather Herring ◽  
Peihua Gu
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Capstone Course ◽  
Engineering Design Education ◽  
Industrial Projects ◽  
Design Expertise ◽  
Design Projects ◽  
Industrial Participation

Involving industry in engineering design education would enhance quality of education and student experience as most design expertise resides in industry that can be accessed through guest lectures and interactions with students; and real, meaningful engineering design projects are needed for our students. Good industrial projects with enthusiastic industrial participation in the design capstone course would provide very valuable opportunity for students to gain meaningful experience and would prepare students better to be design ready engineers upon graduation. However, there are a number of challenges in association with industry participation. This paper reports our experiences in dealing with industry-based design projects as well as associated challenges. It is our experience and belief that these challenges can be successfully addressed if both university and industry treat the partnership from a long term perspective and provide reasonable resources to the partnership.

Engineering Design Education and Practice as Collaborative Knowledge Building

2011 ◽  
Author(s):  
Ralph O. Buchal ◽  
Hongmei Lu
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Knowledge Building ◽  
Collaborative Process ◽  
Computer Tools ◽  
Engineering Design Education ◽  
Collaborative Knowledge Building ◽  
Design Projects ◽  
Collaborative Knowledge

Engineering design is the process of devising a technical system to satisfy a defined need. The design process can be modeled as a transformation of knowledge. Collaborative engineering design can be described as a collaborative knowledge building (CKB) process. CKB is a goal-driven collaborative process of generating and refining ideas and concepts of value to the community. Properly applied and supported, CKB has the potential to improve both learning and design outcomes resulting from collaborative design projects. The paper proposes an integrated model of the CKB process, and discusses requirements for supporting computer tools. Existing computer tools do not provide adequate support for CKB, and better tools are needed based on the specific requirements discussed in this paper.

scholarly journals COMPLEMENTARY USE OF DESIGN METHODOLOGIES IN EDUCATIONAL ENGINEERING DESIGN PROJECTS: A CASE STUDY

2013 ◽  
pp. 105-111
Author(s):  
KARL HAIN ◽  
CHRISTOPH RAPPL ◽  
STEPHAN REITBERGER ◽  
SIEGMUND HUBER
Keyword(s):  
Applied Sciences ◽  
Engineering Design ◽  
Design Education ◽  
Design Methodologies ◽  
Engineering Design Education ◽  
University Of Applied Sciences ◽  
Educational Engineering ◽  
Supply Industry ◽  
Design Projects ◽  
The University

The challenge of a nowadays well-grounded engineering education is preparing industry ready graduates, that is, to provide students with the skills to master the complexity of products in terms of innovation, invention and problem solving combined with soft skills abilities. This addresses particularly the engineering design education, which in general should be mainly based on practical studies represented by engineering design projects. In order to supply industry with work-ready practitioners, the effectiveness and efficacy of design education respectively design projects is a crucial aspect. This article presents some findings of an efficient use of design methodologies and techniques when carrying through design projects in the faculty of Mechanical Engineering and Mechatronics at the University of Applied Sciences, Deggendorf, Germany. Engineering design projects are compulsory for students within their curriculum. The projects aim at fostering and stimulating students creativity by means of a complementary use of design methodologies and techniques. By taking advantage of this approach the systematic generation of ideas in the course of a design project is presented, which eventually led to the development of an innovative product.

Evaluating Methodical Engineering Design Education

1997 ◽  
Author(s):  
Carsten Rückert ◽  
Gritt Ahrens ◽  
Frauke Schroda ◽  
Oliver Gaedeke
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Structure Design ◽  
Additional Stress ◽  
Design Work ◽  
Engineering Design Education ◽  
University Of Berlin ◽  
Design Projects ◽  
Work Structure

Abstract At the Institute for Machine Design of the Technical University of Berlin, design methodology has been taught in industry-related engineering design projects for more than 20 years. In an interdisciplinary research study, different kinds of engineering design projects were evaluated. The aim was to identify factors which influence the acceptance and application of design methods, and thus optimize engineering design education and design methodology. The results suggest that the design work structure prescribed by design methodologies is a natural way to structure design work, at least for students. The separation of the basic machine elements education and the design methodology education seems to result in additional stress for the students.

Training the Participatory Renaissance Man: Past Creative Experiences and Collaborative Design

2013 ◽  
Author(s):  
Jonathan Sauder ◽  
Yan Jin
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Protocol Analysis ◽  
Creative Cognition ◽  
Collaborative Environment ◽  
Engineering Design Education ◽  
Renaissance Man ◽  
Current Engineering ◽  
And Training

Students are frequently trained in a variety of methodologies to promote their creativity in the collaborative environment. Some of the training and methods work well, while others present challenges. A collaborative stimulation approach is taken to extend creative cognition to collaborative creativity, providing new insights into design methodologies and training. An experiment using retrospective protocol analysis, originally conducted to identify the various types of collaborative stimulation, revealed how diversity of past creative experiences correlates with collaborative stimulation. This finding aligns with previous research. Unfortunately, many current engineering design education programs do not adequately provide opportunities for diverse creative experiences. As this study and other research has found, there is a need to create courses in engineering design programs which encourage participation in diverse creative activities.

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