Undergraduate Design Studio Task to Internalize Learner Locus of Control (original) (raw)
Related papers
2012
In this paper, we report on progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Using innovations in cognitive science and new methods of protocol analysis, we are working with engineering students to characterize their design cognition as they progress through engineering curricula. To observe potential effects of design education, students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has a theoretical orientation that focuses on mathematical modeling based on first principles and has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. In order to provide a uniform basis for comparing students across projects and years, the authors use a taskindependent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology. This paper presents results from the first-year of the study, which included students at the beginning and the end of their sophomore year. Students in the experimental group completed an introductory mechanical design course, while students in the control group had no formal design component in their curriculum. We analyze and compare the percent occurrences of design issues and syntactic design processes from the protocol analysis of both cohorts. These results provide an opportunity to investigate and understand how sophomore students' design ability is affected by a design course.
Exploring the Effect of Design Education on the Design Cognition of Sophomore Engineering Students
2020
In this paper, we report on progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Using innovations in cognitive science and new methods of protocol analysis, we are working with engineering students to characterize their design cognition as they progress through engineering curricula. To observe potential effects of design education, students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has a theoretical orientation that focuses on mathematical modeling based on first principles and has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. In order to provide a uniform basis for comparing students across projects and years, the authors use a taskindependent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology. This paper presents results from the first-year of the study, which included students at the beginning and the end of their sophomore year. Students in the experimental group completed an introductory mechanical design course, while students in the control group had no formal design component in their curriculum. We analyze and compare the percent occurrences of design issues and syntactic design processes from the protocol analysis of both cohorts. These results provide an opportunity to investigate and understand how sophomore students' design ability is affected by a design course.
Work in progress — Studying design cognition to improve design education
2010 IEEE Frontiers in Education Conference (FIE), 2010
This paper presents results from the first phase of a longitudinal study of design cognition. The project examines how engineering students develop design competencies over time by applying a taskindependent approach to verbal protocol analysis based on the function-behavior-structure ontology. This analysis will be used to evaluate the effects of education on design cognition by following students in two curricula across three years (sophomore to senior). A large study pool from both programs completed spatial reasoning tests to determine overall population characteristics. A subset of this pool is now participating in verbal protocol studies in which students work in pairs to respond to a design scenario. This paper reports results of the spatial reasoning tests as well as preliminary results from the first set of protocol studies.
Effects of design education on design cognition: A preliminary study of a sophomore design course
2011
Abstract This paper presents first year results of a longitudinal study of how engineering students develop design competencies over time, and how these competencies are affected by design education. Using a task-independent approach to verbal protocol analysis based on the function-behavior-structure ontology, the authors are able to evaluate students' cognitive processes as they work in pairs to respond to a design scenario.
Work in Progress-Studying Design Cognition to Improve Design Education
2010
Abstract-This paper presents results from the first phase of a longitudinal study of design cognition. The project examines how engineering students develop design competencies over time by applying a taskindependent approach to verbal protocol analysis based on the function-behavior-structure ontology. This analysis will be used to evaluate the effects of education on design cognition by following students in two curricula across three years (sophomore to senior).
Exploring the Effects of the Design Prompt on Students’ Design Cognition
Volume 1: 15th International Conference on Advanced Vehicle Technologies; 10th International Conference on Design Education; 7th International Conference on Micro- and Nanosystems, 2013
Engineering design educators often provide their students a task (or "prompt") to guide their design projects. Similarly, engineering design educational researchers also provide research participants with a design task to guide their activity during experimental sessions. In both contexts, there is a fundamental underlying assumption that the design task has no significant effect on the students'/participants' design cognition. Specifically, the authors test the hypothesis that a design task does affect a student's design experience. Failing to disprove this hypothesis could significantly impact both design education practice and design education experimental research. To determine the effect of a design task on students' design cognition, experimental sessions were conducted wherein student design teams worked together to solve a speculative design task. The student teams were presented with two nearly identical design tasks; however, one featured an additional design requirement. A task-independent protocol analysis method grounded in the Function-Behavior-Structure design ontology is performed on audio and video recordings of the design sessions to provide a common basis for comparing the two groups. Differences in design cognition are identified by analyzing and comparing the percent occurrences of the design issues and design processes and the Problem-Solution indices. 1 THE ROLE OF THE DESIGN PROMPT 1.1. Design Prompts in Design Education At the beginning of each course offering, design instructors are faced with the challenge of creating a meaningful, appropriate, and valuable project experience for their students. These project-based learning experiences (PjBL) provide
Self-regulation from Emotive feedback a Catalyst for Creative Task Appraisals in Design Education
Research in Computing Science
We examined self-reports on performance of a group with untutored, unconstrained assignments (without external feedback) and contrasted it with 'control' performers in tutored sessions (with external feedback) to check if emotive self-regulation, based on participants' auto-feedback perceptions generate a better product trajectory. Does positive self-feedback work well and influence creative strategy in a positive way, just as proponents of 'emotional intelligence' advocate? Thus, could emotive self-feedback either reinforce or supplant conventional tutoring with external feedback signals in design schools. A brainwave entrainment was carried out to measure energy output and compare with self-reports during given intervals of the assignment. Results indicate presence of a reliable self-regulatory mechanism in which emotive-cognitive reflexes produces sufficient feedforward for task appraisal.
WIP: Studying Design Cognition to Improve Design Education
2010
Abstract-This paper presents results from the first phase of a longitudinal study of design cognition. The project examines how engineering students develop design competencies over time by applying a taskindependent approach to verbal protocol analysis based on the function-behavior-structure ontology. This analysis will be used to evaluate the effects of education on design cognition by following students in two curricula across three years (sophomore to senior).
A|Z ITU Journal of Faculty of Architecture, 2022
The value of self-regulated learning skills for academic achievement has been shown in different domains. However, self-regulated learning skills in design studio education have rarely been studied directly. This study aimed to explore differences in self-regulated learning strategies and motivational factors between high and low achieving industrial design students in an industrial design studio course. We applied a convergent mixed methods design with self-report questionnaires and interviews to gain a comprehensive understanding of students' strategy use. The integrated analysis of quantitative data from 47 students and qualitative data from 16 students demonstrated differences between high and low achieving design students' self-regulated learning skills concerning the use of metacognitive, motivational and behavioral strategies. Together with the expanded integration of data analysis, these findings indicate that self-regulated learning examinations should be undertaken with caution in design studio contexts.
Learning Effects of Design Strategies on High School Students
Journal of STEM Teacher Education
An experimental design research method was used to study learning effects of design strategies comparing engineering design processes with trial and error design approaches. Students that met participation requirements were randomly selected and assigned into one of the two high school groups. The engineering design process was identified as the experimental treatment group while the trial and error process was identified as the control group. A common design project was created as the central focus for the instructional topic in both the experimental and control group for the study. Researchers collected end of treatment data from the student participants at the completion of a five-day program period. A one-way ANOVA was used to evaluate data from the Engineering Design Test. Analysis revealed an F-value of 4.398 with a significance of 0.043 between groups. A Cohen's d effective size of-0.680 was realized, indicating a practical medium effect.