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Research Papers: Design Education

How Concept Selection Tools Impact the Development of Creative Ideas in Engineering Design Education

[+] Author and Article Information
Xuan Zheng

Mem. ASME
Department of Industrial
and Manufacturing Engineering,
The Pennsylvania State University,
343 Leonhard Building,
University Park, PA 16802
e-mail: xxz159@psu.edu

Sarah C. Ritter

School of Engineering Design,
Technology and Professional Programs,
The Pennsylvania State University,
213 Hammond Building,
University Park, PA 16802-1401
e-mail: scr15@psu.edu

Scarlett R. Miller

Mem. ASME
School of Engineering Design,
Technology and Professional Programs,
The Pennsylvania State University,
213-P Hammond Building,
University Park, PA 16802-1401
e-mail: scarlettmiller@psu.edu

1Corresponding author.

Contributed by the Design Education Committee of ASME for publication in the JOURNAL OF MECHANICAL DESIGN. Manuscript received June 12, 2017; final manuscript received January 17, 2018; published online March 23, 2018. Assoc. Editor: Irem Tumer.

J. Mech. Des 140(5), 052002 (Mar 23, 2018) (11 pages) Paper No: MD-17-1401; doi: 10.1115/1.4039338 History: Received June 12, 2017; Revised January 17, 2018

Concept selection tools have been heavily integrated into engineering design education in an effort to reduce the risks and uncertainties of early-phase design ideas and aid students in the decision-making process. However, little research has examined the utility of these tools in promoting creative ideas or their impact on student team decision making throughout the conceptual design process. To fill this research gap, the current study was designed to compare the impact of two concept selection tools, the concept selection matrix (CSM) and the tool for assessing semantic creativity (TASC) on the average quality (AQL) and average novelty (ANV) of ideas selected by student teams at several decision points throughout an 8-week project. The results of the study showed that the AQL increased significantly in the detailed design stage, while the ANV did not change. However, this change in idea quality was not significantly impacted by the concept selection tool used, suggesting other factors may impact student decision making and the development of creative ideas. Finally, student teams were found to select ideas ranked highly in concept selection tools only when these ideas met their expectations, indicating that cognitive biases may be significantly impeding decision making.

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Figures

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Fig. 1

Screenshot of the TASC website that asking participants to choose 3–5 adjectives from a word bank

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Fig. 2

The timetable of the project and the in-class design practices

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Fig. 3

Example of the idea ranked first by team 5 from the TASC section with a creativity score of 4.166

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Fig. 4

Ideas that were averaged for the novelty and quality ateach stage (Note: rankings in concept selection tools were not necessarily the same with rankings in team informal discussion)

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Fig. 7

Comparing ANV throughout the design process in TASC and CSM section (data over the bars show means of variables; bars represent for standard errors)

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Fig. 8

Comparing AQL throughout the design process in TASC and CSM section (data over the bars show means of variables; bars represent for standard errors)

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Fig. 9

Percentages of student teams that selected ideas with different rankings by concept selection tools

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Fig. 5

The evolution of the ANV throughout the design process (data over the bars show the means of the variables; bars represent standard errors)

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Fig. 6

The evolution of the AQL throughout the design process (data over the bars show the means of the variables; bars represent standard errors)

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