Industrial Design Students Research Articles

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course.

A growing number of studies indicate that self-regulated learning plays a significant role in students' academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students' self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

Additive Manufacturing-3D Printing in Product Design Education: Learning experiences using Fused Deposition Modeling (FDM)

This research on the participation of industrial design students’ experiences in 3D printing and 3D modelling demonstrates that they are successful in fully utilising additive manufacturing in the design process and as a final fabrication method in the product design area. The project begins with the literature review, prototyping tests, and students' participation in 3D modelling in the specific subject of industrial design. The outcome shared a guideline for how to use Rapid Prototyping (RP) 3D Printers in the model-making and prototyping processes. The result was an example of a design project practice that was made by modelling and then printed with 3D printing.

Gender‐Based Differences in Academic Achievement in a University Design Program

AbstractThere is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long‐term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11‐year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.

What qualities are important for 3D printed neurosurgical training models? A survey of clinicians and other health professionals following an interactive exhibition

3D printing is increasingly used to fabricate medical devices and educational models, yet most studies to-date focus on a particular case study or training scenario. This study instead seeks to understand the relative importance of different qualities for 3D printed anatomical training models, including haptics, accuracy and costs. Clinicians at a major Australian hospital were presented with 24 3D printed prototypes for neurosurgical education in an interactive exhibition. These were produced by undergraduate industrial design students. A post-exhibition survey found that the top quality required in a 3D printed educational model was to feel realistic (33%), followed by accuracy to real anatomy (27%). A separate survey of other health professionals working within health-related disciplines and research also supported these two qualities as most important after attending the exhibition. 60% of clinicians left the exhibition believing that 3D printing plays a moderate or significant role in the hospital/health system, while 100% of other health professionals shared this same opinion. With a range of materials, 3D print and other technologies employed in the production of the models, this unique study helps clarify the core considerations when designing and 3D printing educational models for neurosurgery and other medical disciplines, and highlights some of the differences between clinicians and other health professionals in relation to the technology.

Comparing the design cognitive process between problem-driven and solution-driven industrial design students

Comparing the design cognitive process between problem-driven and solution-driven industrial design students

Image visualization: Dynamic and static images generate users’ visual cognitive experience using eye-tracking technology

This paper discusses the influence of dynamic images and traditional static images on user perception in web interface visualizations of products. First, thirty graduate students in industrial design participated in an eye-tracking experiment, performing visual imagery (VI) tasks of the product images with different presentation formats and durations. The results of eye movement experiment show that the visual cognitive effect was better for the dynamic images than the static image, and the efficiency of visual search was improved. However, the emotional experience of viewing dynamic images was substantially affected by the presentation time. Secondly, there were significant differences in the cognitive level and emotional experience of the users between the dynamic images with different presentation times. The optimal perception experience was observed at a presentation time of 9000 ms, indicating that the subjective responses of the users’ questionnaire survey did not represent the actual cognitive needs of the users. This study provides a scientific basis for product designers to achieve an improved browsing experience of their products.

Enhancing Graduate Attributes through Work-Integrated Learning: Students’ Perspective

Work-integrated learning inspires students to embrace prospective future careers, thereby contributing to economic innovation and growth. Universities must incorporate work-integrated learning into the curricula to promote students’ personal and career development goals. It enables students to integrate theory and practice and to assess their experiential learning as well as exposing them to the world of work. This study investigates the contribution of work-integrated learning to enhancing graduate attributes of industrial design students at the University of Botswana. Few in-depth studies have assessed how work-integrated learning enhances the graduate attributes of industrial design students. A case study was conducted with 21 University of Botswana industrial design students. The results were based on students self-reporting after undertaking a 14-week work-integrated learning experience. The participants reported that 98% of the graduate attributes were positively attained. Teamwork and adaptability were the top two graduate attributes that were perceived to have been attained. The results suggest that work-integrated learning enables students to learn by doing, which enhances personal and professional graduate attributes important to gain employment and succeed in the workplace. Consequently, institutions of higher learning must review their teaching and learning pedagogies to align them with the needs of the work environment, civic engagement and the fourth industrial revolution to produce technically and professionally competent graduates. The curriculum review should also foster a decolonial and transformative lens in higher education in the Global South

THE EFFECT OF TEACHING INNOVATION ON LEARNING EFFECTIVE-NESS AMONG THE STUDENTS OF INDUSTRIAL DESIGN IN HIGHER EDUCATION

This article discusses the effect of teaching innovation in Industrial Design education, it is needed to reinvent about everything to override challenge of public consciousness. Teaching innovation is including scientific advances, technology breakthroughs, new political, economic structures, environmental solutions, or an updated code of ethics for nowadays life. Everything demands innovative, out of box thinking is a must in teaching and learning. The challenge today for Industrial Design education is how to capture the students’ attention, and putting across ideas in such a way that it stays with them long after they have left the classroom. This means that Industrial Design lecturers need a set of teaching innovation which influence innovative development. In this manner, the content explores to assimilate the elements, ideas and methods that consider as teaching innovation on learning effectiveness. The objectives of this article are to identify the effect of teaching innovation methods for an Industrial Design programme and to explore how processes of teaching innovation on learning effectiveness in Industrial Design programme. This article compiles secondary data on a topic by accredited scholars and researchers; critically reviews existing research on the topic; and analyses contrasting perspectives and theoretical approaches. In summary, this paper consolidates the concept of teaching innovation in Industrial Design education and the learning effectiveness among the Industrial Design students in higher education setting.

Industrial designers' thinking in the stage of concept generation for social design: themes, strategies and modes.

Social design produces strategic, systematic solutions or new cultures as a response to the complexity of social changes and, in consequence, designers who are used to the traditional way of ideation may not be well prepared for the requirements of social design. This paper identified the characteristics of the concept generation of industrial design students participating in a social design practice as novices. Using the think-aloud protocol, we collected the conversations and self-reports of students (n = 42). We then conducted a qualitative analysis of the designers' activities with the inductive and deductive coding method. An effect of prior knowledge was found on the themes of concept, as well as on the concept generation strategies and modes that industrial designers would prefer. Through a factor analysis of the frequency of students' design activities, six concept generation strategies were clustered. There were eight concept generation modes for social design we summarized with the journeys of designers' activities. This study also revealed the effect of concept generation strategies and modes of industrial design students on the quality of their social design concepts. The results may also shed light on the question how we can foster the quality of industrial designers to adapt to the extension of disciplinary boundary in design.

An Unexpected Shift to an Online Design Studio Course: Student Insights on Design Critiques

AbstractOnline education is not a common practice in design education. As the cornerstone of design education, the design studio incorporates a hands‐on approach that stems from its materiality. This tactile character of the design studio has been challenged by the recent pandemic since many design schools and departments decided to proceed with their education online. Consequently, some fundamental pedagogical mechanisms that rely on the distinct habitat of the design studio were moved to the online context. Design critiques, a crucial activity in communicating design knowledge, were also carried to online channels. This shift from the physical to the online environment caused some changes in both the communication and understanding of design critiques. In the light of recent developments, this article reflects on students’ perceptions of design critiques in an online studio setting. In‐depth interviews were conducted with six industrial design students who started their semester in a physical studio environment but continued online. The study demonstrates that the students’ impressions of design critiques have been affected by several factors that can be grouped under three categories: crit actors, crit process and crit context.

Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

To adequately prepare graduates for the ever-changing and complex work environment, students should be equipped with technical and professional skills. This can be achieved by a curriculum that incorporates general education courses (GEC) that teach diverse essential skills that every graduate must possess (e.g., academic and professional competencies, ethics, global learning, and active citizenship). Such courses will produce a well-rounded learning experience and well-versed graduate. A descriptive cross-sectional survey was conducted with undergraduate engineering and industrial design students at the University of Botswana. The study assessed the students' current perceptions of the GEC. The results show that the skills outlined in the learning and teaching policy of the University of Botswana are poorly attained. Furthermore, the skills outlined in the policy are not aligned with the skills that will be needed by graduates in the 4th Industrial Revolution. The GEC curriculum at the University of Botswana needs to be reviewed.

Metacognitive Transcendence in the Learning of the Project Activity of Design through the Sketchbook Visuality

This article aims to report the transition from intuitive to intentional projective activities in design recorded in the visual modes of sketchbook to analyze the metacognitive processes of design students. Phenomenography was used as an empirical sampling method to diagnose the sketchbooks of industrial design and graphic design students. The observation criteria focused on describing the metacognitive characteristics of the students with respect to the way they recorded their ideas visually, which showed design-specific projective actions. This research demonstrated and codified how students externalize intentional approaches in their sketchbook iterations, which can be grouped into three representation strategies: technical, methodological, and reflective; they are related to their experiences in projective activity. Consequently, we propose a new category called metacognitive transcendence, which refers to a strategy for controlling and regulating cognitive processes to transform an intuitive action into an intentional action mediated by a cognitive artifact: the design sketchbook. Three ways of metacognitive transcendence are suggested: instrumental (technical aspects), procedural (related to projection), and comprehensive (own reflection about the project itself).

Differences in self-regulated learning strategies among industrial design students: A convergent mixed-methods study

Differences in self-regulated learning strategies among industrial design students: A convergent mixed-methods study

Teaching Problematization of a Design Capstone Project. Presentation of a Pedagogical Tool

The research phase preluding a design capstone project is challenging for both students and instructors. In a situation where students are free to work on a topic of their choosing, a preset, generic research design is not suitable. Imposing a rigid framework would endanger the possibility of students truly examining and capturing the complexity of their project problematic. This would also be considered a counterpoint to the learning goal of teaching students how to engage in problematization, a skill highly valued in contemporary design practice. This reality raises the following question: how are instructors supposed to monitor and support students in this process? To address this problem, a teaching assignment called the Newspaper was designed. The Newspaper is an open and flexible framework, based on a digital platform, through which students can organize their research findings and reflections, while ensuring enough flexibility for students to deploy appropriate and relevant research methods. This assignment gives students freedom in terms of their research design, but also has certain constraints to ensure the intelligibility of the research process. This paper presents the Newspaper assignment in detail and discusses its impacts after it is used by three cohorts of industrial design students.

Decisive factors in the culture-oriented product development process in industrial design education

Designers see culture as a starting point for designing meaningful products that appeal to users. Culture has a dynamic structure that is constantly affected by social changes. This research examines how socio-cultural factors are perceived, analysed and transferred by design students. The design process is aimed to identify the complex or challenging and on the contrary clearly understandable aspects. In the first stage of the research, the ideas of the established cultural images, culturally influential designs and designers who use culture as a starting point were determined through 24 industrial design students. The ideas of the students were asked about design and identity in a particular geographic area, they were also asked to explain their ideas about traditional forms and draw forms of them by sketches. The results are presented together with visual examples. The common points of how the culture-oriented design approach is used by designers in the product design process and the frequent mistakes, approaches and examples of projects in this process are revealed. Keywords: Keywords: Industrial design, education, material culture, design

DESIGN STUDENTS’ TAKE ON CO-DESIGN IN HEALTH: REFLECTIONS FROM LEARNING AND EDUCATION PERSPECTIVES

AbstractUsing three projects as a showcase, the aim of this article is to report on design students’ take on co-design in health, in terms of both outcomes and processes. It builds on project work conducted in a master’s course called ‘Design for Society’, reserved for 4th-year industrial design students in the Department of Design at the Norwegian University of Science and Technology. The students were encouraged to explore how healthcare services could facilitate active, informed and involved patients. The overall theme was provided by a cluster funded by the Norwegian Research Council addressing co-creative service design and innovation in health. Based on initial research, the students, organised in groups, identified a chronic illness that has a lifelong impact on everyday life, such as cystic fibrosis, fibromyalgia, and Alzheimer’s disease. We give an account of three selected projects by showcasing developed concepts, central methods and tools, and we share key reflections from the students and the course educators on their experiences of working with co-design in health in an academic environment.

Industrial design students’ perceptions towards a career in user experience field in Turkey

The rapid growth of the user experience (UX) field has brought efforts to meet the increasing demand for specialists by welcoming professionals from diverse disciplines, including industrial design (ID). UX field offers ID graduates extended professional possibilities, potentially appeasing the challenging conditions of the ID job market in Turkey. Although there are some educational efforts on getting prepared for a career in UX, how ID students perceive such a career path has not been investigated. For this purpose, this paper presents a survey study conducted with senior ID students to understand their perspectives regarding the likelihood of a career in UX. The findings outline the extent and reasons of their interest in UX, benefits of their educational background, and perceived readiness and individual efforts towards building a UX career. We discuss the potentials of ID background for UX, and present implications for design education and practice to better prepare students for a career in UX.

Effect of physical activity through virtual reality on design creativity

AbstractA deeper understanding of creativity and design is essential for the development of tools to improve designers’ creative processes and drive future innovation. The objective of this research is to evaluate the effect of physical activity versus movement in a virtual environment on the creative output of industrial design students. This study contributes a novel assessment of whether the use of virtual reality can produce the same creative output within designers as physical activity has been shown to produce in prior studies. Eighteen industrial design students at the Georgia Institute of Technology completed nine design tasks across three conditions in a within-subjects experimental design. In each condition, participants independently experienced one of three interventions. Solutions were scored for novelty and feasibility, and self-reported mood data was correlated with performance. No significant differences were found in novelty or feasibility of solutions across the conditions. However, there are statistically significant correlations between mood, interventions, and peak performance to be discussed. The results show that participants who experienced movement in virtual reality prior to problem solving performed at an equal or higher level than physical walking for all design tasks and all designer moods. This serves as motivation for continuing to study how VR can provide an impact on a designer's creative output. Hypothesized creative performance with each mode is discussed using trends from four categories of mood, based on the combined mood characteristics of pleasantness (positive/negative) and activation (active/passive).

Attitudes toward the Circular Economy: Views from the Perspective of Students of Industrial Design and Manufacturing Engineering

Attitudes toward the Circular Economy: Views from the Perspective of Students of Industrial Design and Manufacturing Engineering

Makerspace as an Environment to Cultivate the Maker Mindset among Industrial Design Student

One of the most fundamental meanings of being a human being is to make something. Maker movement which originated from the DIY movement as its name suggests is a unique combination of making things from artistry, form making, circuitry and craftsmanship and it is somehow related to the discipline of industrial design where creativity plays a more prominent role alongside with aesthetics, functionality and technological advancement in designing a creative and innovative product. Maker movement has built an extensive network by motivating and sustaining communities of builders, crafters and makers. By celebrating the arts, craft and engineering, it often consists of hobbyist, tinkerer, hacker, designer and artist who build an object or product in a playful and useful way. On the other hands, it reveals a unique set of values which emphasize on open sharing, learning and creativity over profit and also social capital. As a result of that, new ways of teaching and learning has emerged, which is the makerspace learning environment. There is a growing interest of an educator to adapt this kind of learning environment setting upon fostering creativity among students. Maker possessed of what we called a maker mindset which encompassed four aspects which are playful, growth-oriented, failure positive and collaborative. In this review paper, we will present the potential of makerspace as a learning environment that can cultivate the maker mindset for industrial design students and the potential adoption of its methodology to groom the student of industrial design to become more creative and innovative and its challenge. The expected outcome of this paper is to give insights to the reader and industrial design educator about the potential of makerspace learning environment upon cultivating the maker mindsets for industrial design students who are a vital aspect in promoting creativity among industrial design student to face the challenges in the 21st-century design world.