Expanding the Solution Space in Engineering Design Education

A Simulation-Based Investigation of Product Dissection

Research output: Contribution to journalArticle

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 noninteracting 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.

Original languageEnglish (US)
Article number032001
JournalJournal of Mechanical Design, Transactions Of the ASME
Volume141
Issue number3
DOIs
StatePublished - Mar 1 2019

Fingerprint

Dissection
Education
Students

All Science Journal Classification (ASJC) codes

  • Mechanics of Materials
  • Mechanical Engineering
  • Computer Science Applications
  • Computer Graphics and Computer-Aided Design

Cite this

@article{3808e804dc344822bb13076434211b10,
title = "Expanding the Solution Space in Engineering Design Education: A Simulation-Based Investigation of Product Dissection",
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 noninteracting 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.",
author = "Alzayed, {Mohammad Alsager} and Christopher McComb and Hunter, {Samuel Todd} and Miller, {Scarlett Rae}",
year = "2019",
month = "3",
day = "1",
doi = "10.1115/1.4042426",
language = "English (US)",
volume = "141",
journal = "Journal of Mechanical Design - Transactions of the ASME",
issn = "1050-0472",
publisher = "ASME",
number = "3",

}

TY - JOUR

T1 - Expanding the Solution Space in Engineering Design Education

T2 - A Simulation-Based Investigation of Product Dissection

AU - Alzayed, Mohammad Alsager

AU - McComb, Christopher

AU - Hunter, Samuel Todd

AU - Miller, Scarlett Rae

PY - 2019/3/1

Y1 - 2019/3/1

N2 - 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 noninteracting 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.

AB - 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 noninteracting 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.

UR - http://www.scopus.com/inward/record.url?scp=85060985882&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060985882&partnerID=8YFLogxK

U2 - 10.1115/1.4042426

DO - 10.1115/1.4042426

M3 - Article

VL - 141

JO - Journal of Mechanical Design - Transactions of the ASME

JF - Journal of Mechanical Design - Transactions of the ASME

SN - 1050-0472

IS - 3

M1 - 032001

ER -