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01/3: Track | Design Thinking to Improve Creative Problem-solving: From Kindergarten to Higher Education
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Interpreters: Ting YU and Linlin QIU
3:15pm - 3:35pm
Study on the Implementation of the Innovative Enterprise Product Design Model for Industrial Design Students
1National Cheng Kung University, Taiwan, China; 2National Kaohsiung Normal University, Taiwan, China
Industrial design education often prompts students to focus on creativity and user needs, and lacks knowledge and concepts in marketing and sales. Thus, this study proposed the “Innovative Enterprise Product Design Model” and planned a teaching course to teach the theoretical knowledge and application methods of this design model. Solving the problem where students’ designs are often out of touch with the industry. This study is divided into three stages. The first stage invites industrial design students to carry out product design using this design model. The second stage invites experts to evaluate the students’ design results. For the third stage, students are invited to fill in the feedback questionnaire. According to the study results, the students believed that they performed well and improved their innovation ability, product strategy formulation, and design maturity. They were also able to master the operation of the design model. The experts also believed that the design achievements were excellent in all aspects. And the results also proved the feasibility of this design model.
3:35pm - 3:55pm
Different Ideas, Lots of Ideas: A design course that enhances the creative abilities of college students
1Syracuse University, School of Design, United States of America; 2University of Minnesota, College of Design, United States of America
This Creative thinking is the ability to generate a wide and detailed range of responses to a given stimulus. It is not a fixed skill; it can be improved through practice. Creative Problem Solving (CPS) is a design course that fosters these abilities. The challenge-based course utilizes a generative learning approach. Students are given a series of assignments that prompt them to ‘do some-thing differently’ (i.e., eat something different). In their quest towards designing unique solutions, the students are forced to define the contextual meaning of each challenge, and to question how cultural, social, and personal norms limit their ideas. The course integrates peer evaluations to encourage originality among the local group and to reveal alternative perspectives. The TTCT is used to measure their creative thinking skills at the beginning and end of the course. Analyzing data from nine offerings of the course (n=445) suggests that CPS significantly improves the originality and fluency of student ideas. Considering that these skills are highly desired among the entrant workforce for industries both inside and outside design, a comparable course should be fundamental to the college experience for all students.
3:55pm - 4:15pm
Assessment of Ideation Effectiveness in Design Thinking: The Impact of Morphological Analysis in the Process of Creative Problem Solving
University of Texas at Arlington, United States of America
Creative problem solving (CPS) emerged as a critical soft skill for students, yet the evaluation and effectiveness of the CPS methods is not fully understood. This study examined the ideation effectiveness of junior design students. Students are asked to ideate for a complex challenge, a 1000-floor elevator in two phases, with a morphological analysis (MA) method introduced to them as an intervention after the first phase. This study evaluated the effectiveness of the MA method in the students’ ideation process and their creative thinking by using four measures of novelty, quality, quantity, and variety using the quantitative and qualitative methods. The result of this study supports the positive impact of MA method in CPS process. Similar challenges to the 1000-floor challenge are recommended for the early sessions of design thinking courses to inform educators about students’ creativity performance. Further, the quantitative assessment method of this study may be applied to assess the other CPS methods in design thinking courses.
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