Material Design for “Am I Doing It Right?’ Book as Identity Search Media for Young Designers in Modern Era

The content making of the "Am I Doing It Right?" book as a medium for searching the identity of young designers in the modern era is an initiative of the writer to participate indirectly in the mental development and mindset of young designers in Indonesia. In this modern era, designers often get less favorable views from society, many feel that the role of a designer is trivial. Departing from this problem, the authors have researched literature reviews that discussed the history of the designer profession, the true purpose of it, the role they held in society, the view of the social community towards the profession of designer, and ways of addressing the profession as a designer. Literature reviews will be carried out on at least fifteen scientific papers and books that discuss topics related to designer identity in the world. Keywords: Identity, Designer, Role, Profession

Development of a Design for Additive Manufacturing Worksheet for Medical Casts

Traditional plaster casts often cause dermatitis due to disadvantages in usability and wearability. Additive manufacturing (AM) can fabricate customized casts to have light-weight, high strength, and better air permeability. Although existing studies have provided design for additive manufacturing (DfAM) guidelines to facilitate design applications for AM, most relevant studies focused on the mechanical properties of outputs and too general/specific design guidelines; novice designers may still have difficulty understanding trade-offs between functional and operational performance of various DfAM aspects for medical casts. As a response, this study proposes a DfAM worksheet for medical casts to effectively guide novice designers. First, important DfAM criteria and their possible solutions for medical casts are examined through a literature review to construct a basic DfAM framework for medical casts. Next, a scoring system that considers relative criteria importance and criteria evaluation from both functional and operational perspectives is developed to identify the overall suitability of a medical cast design for AM. A case study of finger cast designs was performed to identify the DfAM performance of the sample designs along with redesign requirements suggested by the worksheet. The proposed worksheet would be used to achieve rapid medical cast design by objectively assessing its suitability for AM.

Break It Down: Comparing the Effects of Lecture- and Module-Style Design for Additive Manufacturing Educational Interventions on Students’ Learning and Creativity

Given the growing presence of additive manufacturing (AM) processes in engineering design and manufacturing, there has emerged an increased interest in introducing AM and design for AM (DfAM) educational interventions in engineering education. Several researchers have proposed AM and DfAM educational interventions; however, some argue that these efforts might not be sufficient to develop higher-level skills among engineers (e.g., identifying design opportunities that leverage AM capabilities). Prior work has shown that longer, distributed educational interventions are more effective in encouraging learning and information retention; however, these interventions could also be time-consuming and expensive to implement. Therefore, there is a need to test the effectiveness of longer, distributed DfAM educational interventions compared to shorter, lecture-style interventions. Our aim in this research is to explore this research gap through an experimental study. Specifically, we compared two variations of a DfAM educational intervention: (1) a module-style intervention spread over two sessions with the introduction of DfAM evaluation metrics, and (2) a lecture-style intervention completed in a single session with no evaluation metrics introduced. From our results, we see that students who received the module-style intervention reported a greater increase in their DfAM self-efficacy. Additionally, students who received the module-style intervention reported having given a greater emphasis on part consolidation and feature size. Finally, we observe that the structure of the educational intervention did not influence the creativity of ideas generated by the participants. These findings highlight the utility of module-style DfAM educational interventions towards increasing DfAM self-efficacy, but not necessarily design creativity. Moreover, these findings highlight the need to formulate educational interventions that are effective and efficient.

Maximizing design potential: investigating the effects of utilizing opportunistic and restrictive design for additive manufacturing in rapid response solutions

Purpose The COVID-19 pandemic has resulted in numerous innovative engineering design solutions, several of which leverage the rapid prototyping and manufacturing capabilities of additive manufacturing. This paper aims to study a subset of these solutions for their utilization of design for AM (DfAM) techniques and investigate the effects of DfAM utilization on the creativity and manufacturing efficiency of these solutions. Design/methodology/approach This study compiled 26 COVID-19-related solutions designed for AM spanning three categories: (1) face shields (N = 6), (2) face masks (N = 12) and (3) hands-free door openers (N = 8). These solutions were assessed for (1) DfAM utilization, (2) manufacturing efficiency and (3) creativity. The relationships between these assessments were then computed using generalized linear models to investigate the influence of DfAM utilization on manufacturing efficiency and creativity. Findings It is observed that (1) unique and original designs scored lower in their AM suitability, (2) solutions with higher complexity scored higher on usefulness and overall creativity and (3) solutions with higher complexity had higher build cost, build time and material usage. These findings highlight the need to account for both opportunistic and restrictive DfAM when evaluating solutions designed for AM. Balancing the two DfAM perspectives can support the development of solutions that are creative and consume fewer build resources. Originality/value DfAM evaluation tools primarily focus on AM limitations to help designers avoid build failures. This paper proposes the need to assess designs for both, their opportunistic and restrictive DfAM utilization to appropriately assess the manufacturing efficiency of designs and to realize the creative potential of adopting AM.

Favoring Complexity: A Mixed Methods Exploration of Factors That Influence Concept Selection in Design for Additive Manufacturing

The capabilities of additive manufacturing (AM) open up designers’ solution space and enable them to build designs previously impossible through traditional manufacturing. To leverage AM, designers must not only generate creative ideas, but also propagate these ideas without discarding them in the early design stages. This emphasis on selecting creative ideas is particularly important in design for AM (DfAM), as ideas perceived as infeasible through the traditional design for manufacturing lens could now be feasible with AM. Several studies have discussed the role of DfAM in encouraging creative idea generation; however, there is a need to understand concept selection in DfAM. In this paper, we investigated the effect of two variations in DfAM education: 1) restrictive DfAM and 2) dual DfAM (opportunistic and restrictive) on students’ concept selection process. Specifically, we compared the creativity of the concepts generated by the students to the creativity of the concepts selected by them. Further, we performed qualitative analyses to explore the rationale provided by the students in making these design decisions. From the results, we see that teams from both educational groups select ideas of greater usefulness; however, only teams from the restrictive DfAM group select ideas of higher uniqueness and overall creativity. Further, we see that introducing students to opportunistic DfAM increases their emphasis on the complexity of designs when evaluating and selecting them. These results highlight the need for DfAM education to encourage AM designers to not just generate but also select creative ideas.

Fresh in My Mind! Investigating the Effects of the Order of Presenting Opportunistic and Restrictive Design for Additive Manufacturing Content on Creativity

Additive manufacturing (AM) processes present designers with creative freedoms beyond the capabilities of traditional manufacturing processes. However, to successfully leverage AM, designers must balance their creativity against the limitations inherent in these processes to ensure the feasibility of their designs. This feasible adoption of AM can be achieved if designers learn about and apply opportunistic and restrictive design for AM (DfAM) techniques at appropriate stages of the design process. Researchers have demonstrated the effect of the order of presentation of information on the learning and retrieval of said information; however, there is a need to explore this effect within DfAM education. In this paper, we explore this gap through an experimental study involving 195 undergraduate engineering students. Specifically, we compare two variations in DfAM education: (1) opportunistic DfAM followed by restrictive DfAM, and (2) restrictive DfAM followed by opportunistic DfAM, against only opportunistic DFAM and only restrictive DfAM training. These variations are compared through (1) differences in participants’ DfAM self-efficacy, (2) their self-reported DfAM use, and (3) the creativity of their design outcomes. From the results, we see that only students trained in opportunistic DfAM, with or without restrictive DfAM, present a significant increase in their opportunistic DfAM self-efficacy. However, all students trained in DfAM — opportunistic, restrictive, or both — demonstrated an increase in their restrictive DfAM self-efficacy. Further, we see that teaching restrictive DfAM first followed by opportunistic DfAM results in the generation of ideas with greater creativity — a novel research finding. These results highlight the need for educators to account for the effects of the order of presenting content to students, especially when educating students about DfAM.

CONCEPTUAL DESIGN FOR ADDITIVE MANUFACTURING: AN EXPLORATIVE STUDY

With the broader industrial application of Additive Manufacturing (AM), designers are facing new challenges in conceptual design for AM. To better understand the problematic, the authors organised a design workshop with six experts in AM. The paper presents the results of the conducted design workshop and discusses the current and future trends in research on the conceptual design for AM.

Temporal design for additive manufacturing

Additive manufacturing (AM) is expected to generate huge economic revenue by 2025; however, this will only be realised by overcoming the barriers that are preventing its increased adoption to end-use parts. Design for AM (DfAM) is recognised as a multi-faceted problem, exasperated by constraints to creativity, knowledge propagation, insufficiencies in education and a fragmented software pipeline. This study proposes a novel approach to increase the creativity in DfAM. Through comparison between DfAM and in utero human development, the unutilised potential of design through the time domain was identified. Therefore, the aim of the research is to develop a computer-aided manufacturing (CAM) programme to demonstrate design through the time domain, known as Temporal DfAM (TDfAM). This was achieved through a bespoke MATLAB code which applies a linear function to a process parameter, discretised across the additive build. TDfAM was demonstrated through the variation of extrusion speed combined with the infill angle, through the axial and in-plane directions. It is widely accepted in the literature that AM processing parameters change the properties of AM materials. Thus, the application of the TDfAM approach offers the engineer increased creative scope and control, whilst inherently upskilling knowledge, in the design of AM materials.