Creative Engineering Design Research Articles

2022 개정 고등학교 공학 선택과목에 대한 기술교사 교육요구도 분석과 지원 방안

Purpose: The purpose of this study was to analyze the level of technology teachers’ education needs for elective high school engineering subjects in the 2022 revised technology curriculum and derive specific demands for improving the expertise of technology teachers. Methods: In order to achieve the purpose of the study, literature related to the 2022 revised curriculum and education needs analysis was reviewed. A questionnaire was developed by the research team basedon the literature review and was revised and supplemented through a review by experts. The survey subjects of this study were limited to those eligible for the 2023 level 1 technology teacher qualification training. The survey tool asked technology teachers to respond to a 5-point Likert scale regarding the importance and feasibility of performance based on achievement standards for each subject. Educational needs were defined as the difference between the importance and performance scores. The IPA matrix method was used to determine the priority of support measures based on needs analysis. Results: The results obtained through this study are as follows. First, the demand for education in the world of robotics and engineering was the highest. Second, in the case of general intellectual property subjects, there was a high demand for education in specialized content area related to intellectual property rights. Third. In the case of the creative engineering design subject, there was a high demand for developing skills related to research and development projects in the engineering field. Conclusion: Through this study, it was determined that overall learning support is required for roboticsand the world of engineering, along with intensive training in intellectual property rights in the general intellectual property course, and project-based product development and prototyping in the creative engineering design course.0

2022 개정 기술과 교육과정 개발과 주요 특징

The purpose of this study was to develop the 2022 revised technology and curriculum. The study was divided into primary and secondary research according to the government's curriculum development process. The research methods used in this study included literature research, expert consultation, Delphi survey, and policy consultation. One of the most important features of the 2022 revised technology subject curriculum development is that the participation of professors at technology teacher training institutions and current technology teachers increased compared to the previous curriculum. As a result of this participation and discussion, the results of the 2022 revised technology subject curriculum development study were derived. The results of this study are summarized as follows. First, the middle school technology curriculum was developed into two major areas: technological problem solving and innovation, and sustainable technology and convergence. Second, the high school technology curriculum was composed and developed with technology and home economics as general electives, robots and the world of engineering as career electives, and creative engineering design and general intellectual property as convergence electives. Third, all curriculum were developed by dividing them into changed content elements: knowledge/understanding, process/skill, value/attitude, and achievement standards were developed through combination of content elements. Fourth, the high school technology curriculum strengthened the nature of the engineering field and attempted to preserve the purpose of the high school credit system. The development process and main features of the 2022 revised technology subject curriculum can be used as explanatory material for future curriculum implementation, monitoring of future curriculum, and basic data for the next curriculum.

Integrated Design Thinking to Improve Pedagogical Practices in Creative Engineering Design

Repeated testing, revision, and verification make products have market value and the commercialization of creative ideas reflected in the product. In the model, product and industrial designs present actual cases so that students are trained from scratch to clarify problems, identify needs, establish functional structures, and evaluate the creative design and engineering design. A good design plan includes market and user demand analysis, creative thinking, concept formation, and actual prototype making. Thus, students need to learn how to simulate the actual product design and development process through design protection and complete design planning. Therefore, taking creative engineering design courses as an example, this study aims to introduce various design methods into interactive teaching by using the problem/project-based learning (PBL) and science, technology, engineering, arts, and mathematics (STEAM) model. In industry, the methods are expected to simulate how a product design engineer faces the market and consumers. The results reveal the following. Students prefer to focus on hands-on practice and ask for examples and supplementary reference materials and a diversified interactive learning model. They like to work in groups and interact with peers and teachers to learn in real-time, hoping to know their levels and thoughts. They hope to apply what they learn for future career development. The education model integrates academic theory and industrial practice to reduce the gap between learning and practice in the industry.

A proposal of prescriptive design process towards highly creative engineering design

A proposal of prescriptive design process towards highly creative engineering design

Virtual reality application influences cognitive load‐mediated creativity components and creative performance in engineering design

AbstractVirtual reality (VR) can promote design performance, and may generate a high cognitive load and affect creative design thinking as well. In order to examine the effect of VR application on cognitive load and engineering design creativity, this study recruited 81 eighth‐grade students as participants and employed a non‐equivalent‐groups quasi‐experimental design to examine how VR application influences creativity components and creative performance. A creativity component scale (creative motivation, creative thinking, and professional cognition), a measurement of creative performance, and a cognitive load scale were used to collect data. The study also investigated the ability of VR application to predict creativity components and creative performance, using cognitive load as the mediator. The conclusions are as follows: (1) VR application had marked effects on professional cognition and creative motivation but no effect on creative thinking skills. (2) VR application had marked effects on the novelty and usefulness aspects of creative performance, particularly with respect to usefulness. (3) VR application had marked effects on extraneous and germane cognitive load, but no influence on intrinsic cognitive load, and (4) Both VR application and cognitive load were able to predict creativity components and creative performance. Their abilities to predict creative performance approached an acceptable level. Nevertheless, VR application had no effect on general creative thinking skills; therefore, other teaching strategies are needed to strengthen creative thinking.

Effects of cloud-based learning on student’s engineering design creativity with different creative self-efficacy

This paper discusses the effects of cloud-based learning and creative self-efficacy on creativity in engineering design. A nonequivalent pretest–posttest quasi-experimental design was used to recruit 97 students from a university in Taipei City in northern Taiwan. This study revealed two main conclusions. First, cloud-based learning exerted a moderate influence on the steps of problem identification, preparation, and response validation and communication in the creative process; creative self-efficacy positively influenced the steps of response generation, validation, and communication. Second, cloud-based learning had positive effects on novelty and functionality in the assessment of product creativity and significant positive effects on sophistication in the assessment of participants with low creative self-efficacy.

How Should We Measure Creativity in Engineering Design? A Comparison Between Social Science and Engineering Approaches

AbstractDesign researchers have long sought to understand the mechanisms that support creative idea development. However, one of the key challenges faced by the design community is how to effectively measure the nebulous construct of creativity. The social science and engineering communities have adopted two vastly different approaches to solving this problem, both of which have been deployed throughout engineering design research. The goal of this paper was to compare and contrast these two approaches using design ratings of nearly 1000 engineering design ideas. The results of this study identify that while these two methods provide similar ratings of idea quality, there was a statistically significant negative relationship between these methods for ratings of idea novelty. In addition, the results show discrepancies in the reliability and consistency of global ratings of creativity. The results of this study guide the deployment of idea ratings in engineering design research and evidence.

A prescriptive model of the cognitive design process that promotes highly creative engineering design

A prescriptive model of the cognitive design process that promotes highly creative engineering design

Effects of a virtual reality teaching application on engineering design creativity of boys and girls

In the context of the importance of promoting women’s participation in engineering design and the trend toward applying virtual reality (VR) to teaching, this study investigated the influences of gender and a VR teaching application on engineering design creativity. This study adopted a quasi-experimental design with a pre-test and post-test. A teaching experiment was conducted with 169 seventh-grade students in a junior high school in Taipei City, Taiwan.The primary conclusions reached were as follows: 1.Application of VR to teaching has a moderately positive influence on the Empathize, Define, and Ideate stages of the design process as well as on the total scores for engineering design thinking. This effect is more pronounced in girls than in boys. 2.The application of VR to teaching has a moderately positive influence on the engineering design thought processes of students, with a greater effect observed in girls than in boys.

Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity

This study analyzed the effects of creative thinking, psychomotor skills, and creative self-efficacy (CSE) on the engineering design creativity of 208 eighth grade students (junior 2, 14 years old). Our main conclusions are as follows:1. Students scored highest in CSE, followed by creative thinking and psychomotor skills. Male and female students exhibited no significant difference in creative thinking or CSE. However, female students showed superior creative performance and psychomotor skills.2. Creative performance showed low-intermediate to intermediate correlations with creative thinking, psychomotor skills, and CSE.3. Creative thinking, psychomotor skills, and CSE predicted creative performance. Among these factors, psychomotor skills had the strongest direct effect, and creative thinking had the weakest direct effect.

Influence of virtual reality on engineering design creativity

ABSTRACT This study explored the influence of Virtual Reality (VR) on Engineering Design (ED) creativity. This study adopted a quasi-experimental design with a pre-test and post-test. A teaching experiment was conducted in a high school in Taipei City, Taiwan. The main findings were: 1) the use of VR in ED instruction moderately and positively affected ED competence among students in identifying constraints, 2) VR positively affected the cognitive and affective domains in the ED process, but the VR effects on the psychomotor domain were nonsignificant, and 3) the use of VR-based instruction positively affected the students’ ED results with a medium effect regarding functionality and uniqueness.

Active Learning Classes (in KOSEN Colleges of Japan) Using ICT and Tools for Obtaining Biological Information to Enhance the Creativity of Engineering Design Students

Abstract For this study, instructors carried out active learning classes using tools to obtain biological information. Due to the constrained conditions for their use, students proposed their own projects and successfully carried them out on their own. The students belonged to two groups: one was for17 year old students and the other was for the students 19 years of age. Both groups displayed good creativity and engineering design capabilities. However, there was a clear difference between the two groups. The older students had more quantitative and application-related capabilities. We could confirm that the age demographic in KOSEN education was very sensitive for the improvement of creative engineering design capability.

A Decision Tree Based Methodology for Evaluating Creativity in Engineering Design.

Multiple metrics have been proposed to measure the creativity of products, yet there is still a need for effective, reliable methods to assess the originality of new product designs. In the present article we introduce a method to assess the originality of concepts that are produced during idea generation activities within engineering design. This originality scoring method uses a decision tree that is centered around distinguishing design innovations at the system level. We describe the history and the development of our originality scoring method, and provide evidence of its reliability and validity. A full protocol is provided, including training procedures for coders and multiple examples of coded concepts that received different originality scores. We summarize data from over 500 concepts for garbage collection systems that were scored by Kershaw et al. (2015). We then show how the originality scoring method can be applied to a different design problem. Our originality scoring method, the Decision Tree for Originality Assessment in Design (DTOAD), has been a useful tool to identify differences in originality between various cohorts of Mechanical Engineering students. The DTOAD reveals cross-sectional differences in creativity between beginning and advanced students, and shows longitudinal growth in creativity from the beginning to the end of the undergraduate career, thus showing how creativity can be influenced by the curriculum. The DTOAD can be applied to concepts produced using different ideation procedures, including concepts produced both with and without a baseline example product, and concepts produced when individuals are primed to think of different users for their designs. Finally, we show how our the DTOAD compares to other measurements of creativity, such as novelty, fixation, and remoteness of association.

The Application of the Theory of Inventive Problem Solving (TRIZ) to the Creative Engineering Design for the Cooling System of Disc Brakes

With the application of the TRIZ tool, this study attempts to solve the problem of defective brakes, as caused by the high temperature created during the friction between the brake pad and disc, for creative design and discussion. During the process of design, the design and discussion of function analysis, substance-field analysis, design discussion and improvement of 76 standard solutions, discussion of opportunity recognition, and design and discussion of 39 engineering parameters and 40 invention principles, are used for a series of analysis.Finally, the separate and water cooled disc braking system is used to provide the possibility and reference for the creative engineering design and patent of relevant industries. Keywords: TRIZ, braking system, disc, cooling

Education of Creative Engineering Design by Using Study-of-Failure Framework

Education of Creative Engineering Design by Using Study-of-Failure Framework

A measured educational experience developing creativity with graduate and undergraduate engineering students

Creative and innovative people are recognized for their contribution to society’s wellbeing. Engineers are often called upon to produce innovative ideas and thus participate in the improvement of their organization’s products, services, and processes. Not aiming at educating specialists with a degree in creativity, we nonetheless believe future engineers could benefit from a deliberate development of their creative abilities. However, building an effective and valid course to develop participants’ creativity is not without challenges.This paper describes an innovative cognitive approach to enhance creativity as well as the pedagogical strategies underlining a creativity course for engineering students. It also presents the pre-post results measured with a revised version of the CEDA (Creative Engineering Design Assessment). We evaluated the creative performance of 59 students before and after a 45-hour creativity course. Quantitative data shows statistically higher numbers after the course than before. Qualitative data provides further evidence of the course’s relevance and effectiveness.We conclude that students’ creativity can be increase and that the course enables a better understanding of creativity and how to foster it.

How to train future engineers to be more creative? An educative experience

Because of the nature of their work, engineers are often asked to be innovative. This implies that they must possess and demonstrate creative abilities However, building an effective and valid course to develop participants’ creativity is not without challenges. Not aiming at educating specialists with a degree in creativity, we nonetheless believe future engineers could benefit from a deliberate development of their creative abilities. The goals of this paper are to (1) describe an innovative cognitive/metacognitive approach to enhance creativity as well as the pedagogical strategies underlining a creativity course for engineering students, (2) present the pre-post results measured with a revised version of the CEDA (Creative Engineering Design Assessment). We evaluated the creative performance of 59 students before and after a 45-hour creativity course. The students’ scores on four variables measured by CEDA—fluidity, flexibility, originality and usefulness—were statistically higher after the course than before. Students’ written comments provided further evidence of the course’s relevance and effectiveness. We concluded that students’ creativity was increased and that the course enabled a better understanding of creativity and how to foster it.

An Analysis on Educational Needs of Creative Engineering Design Ability of Engineering Students

An Analysis on Educational Needs of Creative Engineering Design Ability of Engineering Students

Post Evaluation on Convergence Project-based Instruction Model applying Concept of Creative Engineering Design in Technical High School

Post Evaluation on Convergence Project-based Instruction Model applying Concept of Creative Engineering Design in Technical High School

An Arts-Based Instructional Model for Student Creativity in Engineering Design

Over the past twenty years, nearly all job growth in the United States has emerged from new companies and organizations with assumedly innovative products, services, and practices. Yet, the nurturing of student creative thinking and problem solving is infrequent in engineering education. Inherent to developing these creativity skills and attributes is the need to be exposed to difference — in people and environment. Engineering education rarely offers such opportunities. Additionally, engineering students are rarely presented opportunities to develop designs responding to real human problems. This paper puts forth a new instructional model to address these needs by utilizing arts processes and practices as catalysts for both creativity development in students and transdisciplinary collaboration on problems addressing deep human needs. This model is premised on the substantiated role of the arts in developing creativity and growing understanding of the human condition.
 This art-based instructional model was piloted as exploratory pedagogical research during the summers of 2015 and 2016 as a partnership between the Arts Nexus (IAN) and the School of Engineering at the University of Dayton. In each year, this program supported twelve student interns from engineering, business, science, the arts, and the humanities to develop innovative technologies and services meeting client needs. Student growth in creative problem-solving and transdisciplinary collaboration, as well as the success of the completed innovation technology prototype were assessed by the project mentors and participating students via survey evaluations and narrative responses. The assessment results revealed substantial student growth in student creativity and transdisciplinary collaboration and a remarkably strong evaluation of the success of the students’ innovations. Also realized for all students was a transformation in their perception of their place in the world as professionals post-graduation.