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research-article

Helping Teams Expand the Breadth of Their Solution Space Through Product Dissection: A Simulation-Based Investigation (DETC2018-85832)

[+] Author and Article Information
Mohammad Alsager Alzayed

ASME Member, The Pennsylvania State University, 343 Leonhard Building, University Park, PA 16802-1401
mqa5244@psu.edu

Christopher McComb

ASME Member, The Pennsylvania State University, 213 Hammond Building, University Park, PA 16802-1401
uum209@psu.edu

Samuel Hunter

The Pennsylvania State University, 141 Moore Building, University Park, PA 16802-1401
sth11@psu.edu

Scarlett Miller

ASME Member, The Pennsylvania State University, 213-P Hammond Building, University Park, PA 16802-1401
scarlettmiller@psu.edu

1Corresponding author.

ASME doi:10.1115/1.4042426 History: Received June 30, 2018; Revised December 19, 2018

Abstract

Product dissection has been highlighted as an effective means of interacting with example products in order to produce creative outcomes. While product dissection is often conducted as a team in engineering design education, the research on the effectiveness of product dissection activities has been primarily limited to individuals. Thus, the purpose of this study was to investigate the impact of the type(s) of product dissected in a team environment on encouraging creative design outcomes (variety, novelty, and quantity) and the underlying influence of educational level and dissection modality on these effects. This was accomplished through a computational simulation of 14,000 teams of non-interacting brainstorming individuals generated by a statistical bootstrapping technique using a design repository of 931 ideas generated by first-year and senior engineering students . The results of the study highlight the importance of educational level, dissection modality and the number of products dissected on team design outcomes. Specifically, virtual dissection encouraged the exploration of more novel solutions across both educational levels. However, physical dissection encouraged the exploration of a larger variety and quantity of ideas for senior teams while virtual dissection encouraged the same in first-year teams. Finally, dissecting different types of products allowed teams to explore a larger solution space. The findings presented in this study can lead to a better understanding of how to deploy product dissection modules in engineering design education in order to drive creative design outcomes.

Copyright (c) 2019 by ASME
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