The role of personality and team-based product dissection on fixation effects

Christine Toh, Scarlett Rae Miller, Gül E.Okudan Kremer

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

Design fixation has been found to be complex in its definition and expression, but it plays an important role in design idea generation. Identifying the factors that influence fixation is crucial in understanding how to enhance the design process and reduce the negative effects of fixation. One way to potentially mitigate fixation is through product dissection activities since this activity has been shown to increase creativity and design space exploration in engineering design. However, product dissection has not been studied in the context of design fixation, so it is unclear if, or how, this type of activity influences fixation. Additionally, although prior work studied product dissection in a team environment, it did not examine how individual factors such as personality attributes influence one's involvement or exposure to the activity. Therefore, this study explores the role of product dissection and personality traits on design fixation in an engineering design classroom setting. Our results show that product dissection can reduce fixation effects when students are actively engaged in the activity. However, individual personality attributes can influence one's engagement in a team-based dissection activity and thus, can serve to reduce the positive impact of product dissection. These findings demonstrate a relationship between personality and active engagement in product dissection activities, and also indicate product dissection as a way to mitigate fixation effects in engineering design education. The results from this study can be used to enhance our understanding of the design process, and help reduce fixation effects in the engineering classroom.

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

Fingerprint

Dissection
personality
engineering
Individual, Personality
classroom
personality traits
creativity
Education
Students

All Science Journal Classification (ASJC) codes

  • Education
  • Engineering(all)

Cite this

@article{b4ea7b4caebe464498601a1ca9ef4635,
title = "The role of personality and team-based product dissection on fixation effects",
abstract = "Design fixation has been found to be complex in its definition and expression, but it plays an important role in design idea generation. Identifying the factors that influence fixation is crucial in understanding how to enhance the design process and reduce the negative effects of fixation. One way to potentially mitigate fixation is through product dissection activities since this activity has been shown to increase creativity and design space exploration in engineering design. However, product dissection has not been studied in the context of design fixation, so it is unclear if, or how, this type of activity influences fixation. Additionally, although prior work studied product dissection in a team environment, it did not examine how individual factors such as personality attributes influence one's involvement or exposure to the activity. Therefore, this study explores the role of product dissection and personality traits on design fixation in an engineering design classroom setting. Our results show that product dissection can reduce fixation effects when students are actively engaged in the activity. However, individual personality attributes can influence one's engagement in a team-based dissection activity and thus, can serve to reduce the positive impact of product dissection. These findings demonstrate a relationship between personality and active engagement in product dissection activities, and also indicate product dissection as a way to mitigate fixation effects in engineering design education. The results from this study can be used to enhance our understanding of the design process, and help reduce fixation effects in the engineering classroom.",
author = "Christine Toh and Miller, {Scarlett Rae} and Kremer, {G{\"u}l E.Okudan}",
year = "2013",
month = "12",
day = "11",
language = "English (US)",
volume = "3",
journal = "Advances in Engineering Education",
issn = "1941-1766",
publisher = "American Society for Engineering Education",
number = "4",

}

The role of personality and team-based product dissection on fixation effects. / Toh, Christine; Miller, Scarlett Rae; Kremer, Gül E.Okudan.

In: Advances in Engineering Education, Vol. 3, No. 4, 11.12.2013.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The role of personality and team-based product dissection on fixation effects

AU - Toh, Christine

AU - Miller, Scarlett Rae

AU - Kremer, Gül E.Okudan

PY - 2013/12/11

Y1 - 2013/12/11

N2 - Design fixation has been found to be complex in its definition and expression, but it plays an important role in design idea generation. Identifying the factors that influence fixation is crucial in understanding how to enhance the design process and reduce the negative effects of fixation. One way to potentially mitigate fixation is through product dissection activities since this activity has been shown to increase creativity and design space exploration in engineering design. However, product dissection has not been studied in the context of design fixation, so it is unclear if, or how, this type of activity influences fixation. Additionally, although prior work studied product dissection in a team environment, it did not examine how individual factors such as personality attributes influence one's involvement or exposure to the activity. Therefore, this study explores the role of product dissection and personality traits on design fixation in an engineering design classroom setting. Our results show that product dissection can reduce fixation effects when students are actively engaged in the activity. However, individual personality attributes can influence one's engagement in a team-based dissection activity and thus, can serve to reduce the positive impact of product dissection. These findings demonstrate a relationship between personality and active engagement in product dissection activities, and also indicate product dissection as a way to mitigate fixation effects in engineering design education. The results from this study can be used to enhance our understanding of the design process, and help reduce fixation effects in the engineering classroom.

AB - Design fixation has been found to be complex in its definition and expression, but it plays an important role in design idea generation. Identifying the factors that influence fixation is crucial in understanding how to enhance the design process and reduce the negative effects of fixation. One way to potentially mitigate fixation is through product dissection activities since this activity has been shown to increase creativity and design space exploration in engineering design. However, product dissection has not been studied in the context of design fixation, so it is unclear if, or how, this type of activity influences fixation. Additionally, although prior work studied product dissection in a team environment, it did not examine how individual factors such as personality attributes influence one's involvement or exposure to the activity. Therefore, this study explores the role of product dissection and personality traits on design fixation in an engineering design classroom setting. Our results show that product dissection can reduce fixation effects when students are actively engaged in the activity. However, individual personality attributes can influence one's engagement in a team-based dissection activity and thus, can serve to reduce the positive impact of product dissection. These findings demonstrate a relationship between personality and active engagement in product dissection activities, and also indicate product dissection as a way to mitigate fixation effects in engineering design education. The results from this study can be used to enhance our understanding of the design process, and help reduce fixation effects in the engineering classroom.

UR - http://www.scopus.com/inward/record.url?scp=84889595267&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84889595267&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84889595267

VL - 3

JO - Advances in Engineering Education

JF - Advances in Engineering Education

SN - 1941-1766

IS - 4

ER -