A personal matter? An investigation of students' design process experiences when using a heuristic or a systematic method

A Theory-Driven Design Research Agenda: Exploring Dual-Process Theory

“…Specifically, Daalhuizen (Daalhuizen, 2014a) reconceptualised methods as mental tools, rather than prescriptive processes that directly impact design outcomes. Supporting this reconceptualising has been research emphasising the importance of method mindset (Andreasen, 2003;Andreasen et al, 2015) and individual differences in method use and effect (Daalhuizen et al, 2014). Thus, this reconceptualization places designers and their cognitive processes at the centre of the method usage phenomenon, and points to links between design methodology and cognitive theory.…”

Beleška O Problemu Složenosti Arhitektonskog Projektovanja I Njegovog Učenja

“…Just to mention, from a historical point of view, first two epochs in the evolution of design research described in Section 2 of this paper, were recognizable as inquiry of providing designers with universal instructions for design. Anyhow, in design methodology, all methods are heuristic in nature since they enhance success but do not guarantee it [11,12]. The significant differentiation of methods is given in [12], where systematic method is described as one which prompts a designer to incorporate as much information as possible for reaching optimal rather than satisfactory results.…”

“…Anyhow, in design methodology, all methods are heuristic in nature since they enhance success but do not guarantee it [11,12]. The significant differentiation of methods is given in [12], where systematic method is described as one which prompts a designer to incorporate as much information as possible for reaching optimal rather than satisfactory results. On the contrary, heuristic methods encourage designer to focus on particular pieces of information in order to achieve satisfactory results.…”

“…In design education, methods are introduced as means of providing students with important learning experiences. In a study on method usage, Daalhuizen et al [12] focus on two different types of methods: systematic and heuristic methods. Just to mention, from a historical point of view, first two epochs in the evolution of design research described in Section 2 of this paper, were recognizable as inquiry of providing designers with universal instructions for design.…”

A stage-based model of design teaching

“…Numerous researchers have analysed the design process with various foci (for early examples, see T.J. Howard et al 2008); recent studies include Jaap Daalhuizen et al (2014) investigating design students' approaches to problem solving through different methods, Tilanka Chandrasekera et al (2013) investigating the 'aha ' moment, and Philip Cash et al (2012) investigating the small--scale design experiment. Although designers' approaches to designing can vary considerably, there would appear to be a general agreement among design methodologists that the design process is structured in a number of stages, which involve different kinds of working strategies, and that it is possible to determine some form of model for this process.…”