A study on situated cognition: Product dissection's effect on redesign activities

Katie Grantham, Gül E.Okudan Kremer, Timothy William Simpson, Omar Ashour

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Situated cognition theory describes the context of a learning activity's effect on learner's cognition. In this paper, we use situated cognition theory to examine the effect of product dissection on product redesign activities. Two specific research questions are addressed: 1) Does situated cognition, in the form of product dissection, improve product functionality during redesign exercise?, and 2) Does situated cognition, again in the form of product dissection, affect the creativity during product redesign? In this study, three sections of first-year students in two different locations - The Pennsylvania State University (Penn State) and Missouri University of Science and Technology (S&T) - performed product redesign using coffee makers. The redesigned products have been analyzed with respect to both depth (detail level) and creativity. Based on our results, we find that situated cognition, in the form of product dissection, improves product functionality during redesign and positively affects creativity. The implications of these results are also discussed.

Original languageEnglish (US)
JournalAdvances in Engineering Education
Volume3
Issue number4
StatePublished - Dec 11 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Engineering(all)

Fingerprint Dive into the research topics of 'A study on situated cognition: Product dissection's effect on redesign activities'. Together they form a unique fingerprint.

Cite this