Abstract
This study took the ergonomics design course as an example to propose a design teaching model of multidisciplinary participatory design (MPD), and investigated the effects of this teaching model on the engineering design behavior of college students. We used lag behavior sequential analysis to compare the design behaviors of three student groups: a participatory design (PD) experimental group, an MPD experimental group, and a control group. The results of the study show that (1) students in the PD experimental group had 13 significant sequential engineering design behaviors, students in the MPD experimental group had 10, and students in the control group had only seven. The engineering design behaviors of the experimental groups were more diversified than those of the control group. (2) The three groups of students had a small number of significant design behavior transfers in the engineering design process, indicating that the students’ sequential design behaviors between two different design activities were insufficient. We concluded by detailing the pros and cons of using the MPD teaching model based on the results of this study, and hopefully by providing a reference for teaching engineering design.
Highlights
Engineering design teaching pays special attention to students’ cognitive structures related to the design process [1,2]
(2) The three groups of students had a small number of significant design behavior transfers in the engineering design process, indicating that the students’ sequential design behaviors between two different design activities were insufficient
We concluded by detailing the pros and cons of using the multidisciplinary participatory design (MPD) teaching model based on the results of this study, and hopefully by providing a reference for teaching engineering design
Summary
Engineering design teaching pays special attention to students’ cognitive structures related to the design process [1,2]. The design process cannot be taught only by lecturing, and requires more teaching strategies [3]. Most design teaching processes adopt project-based learning, allowing students to implement designs based on actual design issues. Learning by doing allows students to accumulate relevant design knowledge, technology and experience [4]. At the core of a design course, which is of the utmost importance, is enabling students to acquire all of the necessary key abilities for completing the design process and achieving innovative design results [5]. Students often ignore the importance of iterations (i.e., repeating the same deign behavior continuously) and transfers (i.e., sequential design behaviors from one to the other), skipping design processes such as re-design, feasibility and communication
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