Teaching design freedom: Exploring the effects of design for additive manufacturing education on the cognitive components of students’ creativity

Research output: Chapter in Book/Report/Conference proceedingConference contribution

5 Scopus citations

Abstract

Design for manufacturing provides engineers with a structure for accommodating the limitations of traditional manufacturing processes. However, little emphasis is typically given to the capabilities of processes that enable novel design geometries, which are often a point of focus when designing products to be made with additive manufacturing (AM) technologies. In addition, limited research has been conducted to understand how knowledge of both the capabilities (i.e., opportunistic) and limitations (i.e., restrictive aspects) of AM affects design outcomes. This study aims to address this gap by investigating the effect of no, restrictive, and both, opportunistic and restrictive (dual) design for additive manufacturing (DfAM) education on engineering students’ creative process. Based on the componential model of creativity [1], these effects were measured through changes in (1) motivation and interest in AM, (2) DfAM self-efficacy, and (3) the emphasis given to DfAM in the design process. These metrics were chosen as they represent the cognitive components of ‘task-motivation’ and ‘domain relevant skills’, which in turn influence the learning and usage of domain knowledge in creative production. The results of the study show that while the short (45 minute) DfAM intervention did not significantly change student motivation and interest towards AM, students showed high levels of motivation and interest towards AM, before the intervention. Teaching students different aspects of DfAM also resulted in an increase in their self-efficacy in the respective topics. However, despite showing a greater increase in self-efficacy in their respective areas of training, the students did not show differences in the emphasis they gave to these DfAM concepts, in the design process. Further, students from all three education groups showed higher use of restrictive concepts, in comparison to opportunistic DfAM.

Original languageEnglish (US)
Title of host publication20th International Conference on Advanced Vehicle Technologies; 15th International Conference on Design Education
PublisherAmerican Society of Mechanical Engineers (ASME)
ISBN (Electronic)9780791851784
DOIs
StatePublished - Jan 1 2018
EventASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2018 - Quebec City, Canada
Duration: Aug 26 2018Aug 29 2018

Publication series

NameProceedings of the ASME Design Engineering Technical Conference
Volume3

Other

OtherASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2018
CountryCanada
CityQuebec City
Period8/26/188/29/18

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Mechanical Engineering
  • Computer Graphics and Computer-Aided Design
  • Computer Science Applications
  • Modeling and Simulation

Cite this

Prabhu, R., Miller, S. R., Simpson, T. W., & Meisel, N. A. (2018). Teaching design freedom: Exploring the effects of design for additive manufacturing education on the cognitive components of students’ creativity. In 20th International Conference on Advanced Vehicle Technologies; 15th International Conference on Design Education (Proceedings of the ASME Design Engineering Technical Conference; Vol. 3). American Society of Mechanical Engineers (ASME). https://doi.org/10.1115/DETC2018-85938