Are Their Designs Iterative or Fixated? Investigating Design Patterns from Student Digital Footprints in Computer-Aided Design Software

Autor/inn/en	Zhang, Helen Z.; Xie, Charles; Nourian, Saeid
Titel	Are Their Designs Iterative or Fixated? Investigating Design Patterns from Student Digital Footprints in Computer-Aided Design Software
Quelle	In: International Journal of Technology and Design Education, 28 (2018) 3, S.819-841 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-017-9408-1
Schlagwörter	Design; Computer Software; High School Students; Computer Assisted Instruction; Engineering; Data Analysis; Energy; Teaching Methods; Learning Processes; Urban Areas; Construction Materials + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Maschinenbau; Auswertung; Energie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Urban area; Stadtregion; Baumaterial; Konstruktionsmittel
Abstract	This paper investigates iteration and fixation in design by mining digital footprints left by designers. High school students used computer-aided design software to create buildings in an urban area, with the goal of applying passive solar design techniques to ensure optimal solar gains of the buildings throughout a year. Students were required to complete three different designs. Fine-grained data including design actions, intermediate artifacts, and reflection notes were logged. Computational analytics programs were developed to mine the logs through three indicators: (a) frequency of the action of using energy analysis tools; (b) solar performance of the final designs; and (c) difference in solar performance between the prototype and final designs. Triangulating results from the indicators suggests three types of iteration--efficacious, inadequate and ineffective. Over half of the participants were detected as being efficacious iterative during the first design and becoming more and more fixated toward the end of the project, which resonates with previous findings on fixation effect among college students and professional designers. Overall the results demonstrate the power of applying computational analytics to investigate complex design processes. Findings from this work shed light on how to quantitatively assess and research student performance and processes during design projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01