Industrial design (ID) education involves students with different cognition types. This study aims to explore and compare the design activities of problem-driven and solution-driven students and examine the stability of the design process of the two classifications regarding constraints. Based on the P-S index derived from…

In this exploratory study, we investigated students' design thinking strategies during a challenge involving the design of an energy-efficient house. We used the Informed Design Teaching and Learning Matrix as a framework for characterizing the students' design thinking, focusing on four specific strategies--generating ideas, conducting…

In design education, immersive virtual reality (VR) has grown as a visualization and interaction tool. Nonetheless, little research has been done on how individuals self-perception within VR affects their performance. This self-awareness is carried out using avatars that depict the virtual body through multiple points of view. This article…

Engineering designers often generate multiple concepts to increase novelty and diversity among early solution candidates. Many past studies have focused on creating new concepts "from scratch;" however, designers at every level become fixated on their initial designs and struggle to generate different ideas. In line with prior work on…

The incongruity-resolution model plays a key role in the cognitive mechanisms of perceived humour. This study employed the incongruity-resolution model to discuss humorous design techniques to help design novices and students understand the influence of various humorous design techniques on perceived humour. First, 260 humorous products currently…

This paper presents the results of a 2-year longitudinal study aimed at characterizing and comparing the design cognition of high school students with and without formal engineering design experiences. The students--working as dyads--engaged in design-only sessions generating solutions in response to the same engineering design challenges. The…

Creativity and problem-solving are 21st-century skills that students must have to respond to the complex world dominated by technology. Teaching activities integrating Design Thinking (DT) have the potential to cultivate individual skills. As future in-service teachers, pre-service teachers need to understand DT so as to be able to use it in their…

Results of numerous studies indicate that metacognition plays a significant role in students' design education. Despite the growing number of studies on the role of metacognition, the nature of metacognitive processing in design education and how metacognitive strategies contribute to students' design are not well understood. Thus, the main…

There is limited information about the design process and outcomes of novice industrial designers when working with different levels of problem abstraction. In this paper, we propose a new way of describing the cognitive processes of problem solving based on problem decomposition strategy studies and network-based cognitive maps. An empirical…

This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multi-user virtual environment (MUVE). The sample consisted of 16 undergraduate students who were experienced in the areas of instructional design, computer…

In this paper, we explore the early indicators of design fixation occurring during the concept development stage of children's design processes. This type of fixation, which we named: "concept fixation," causes a blind adherence to the current (possibly unfavourable) state of a design idea. Its occurrence hampers the creative thinking…

Maker education can enhance learners' creativity. Design thinking can facilitate the innovative resolution of complex problems. The design thinking literature and most maker teaching modes are limited in their promotion of learning and ability development in various dimensions. Learners have stereotypes about some professions; interventions can…

The spatial ability is defined as the combination of some abilities such as imagining the movements of objects, mental rotation, and spatial transformations. Students' spatial abilities can be enhanced through specific education programs. This study investigated the effects of engineering design-based instruction on spatial abilities of 8th grade…

Design education has moved towards a collaborative practice where designers work in teams and with other disciplines to solve unstructured problems. Along with the cognitive skills involved in the execution of the design process, designers also need skills to work in teams, share information, negotiate common ground and reach consensus.…

The new transdisciplinary nature of industrial product design should be appropriately addressed by post-secondary institutions and engineering schools in their curricula to ensure high quality of engineering design education and its applicability to industrial demands. To achieve this, a new transdisciplinary teaching methodology is required. This…