Abstract
A challenge of design education is the question of how to help designers develop skills in design problem-solving. How can designers be taught to use relevant prior knowledge to solve new design problems? To answer this question we must know more about differences between experts and novices regarding the use of prior knowledge to solve ill-defined problems. In design, visual analogy is used as a powerful problem-solving strategy; the evidence, however, is hitherto mostly anecdotal. In this study our objective is to determine empirically whether, and how, the use of visual analogy can improve design problem-solving by both novice and expert designers. Our results indicate that the use of visual analogy improves the quality of design across the board, but is particularly significant in the case of novice designers. These findings lead to conclusions regarding design training and education.
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