An Overview of Design Cognition between Experts and Novices

Yuan, James Tan Jun; Kong, Kuan Yoke; Parveen, Hashina; Huang, Zhixiang; Ganeshkumar, Rajasekaran; Behera, Jitendra K.; Sanaei, Roozbeh; Otto, Kevin; Otto, K

doi:10.3850/978-981-09-1348-9_041

Cited by 4 publications

(3 citation statements)

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“…We were anticipating novices to rank higher in Novelty as an earlier multisite analysis among undergraduate and postgraduates concluded (Koronis et al, 2019b). Also, novices have fewer constraints and practical considerations imposed on themselves for contributing to novel solutions (James et al, 2014). However, this aspect was not reflected in their scores, and thus advanced students scored higher in all three briefs for Novelty.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Design Brief Information on Creative Outcomes by Novice and Advanced Students

et al. 2021

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This study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.

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Section: Discussionmentioning

confidence: 99%

The Influence of Design Brief Information on Creative Outcomes by Novice and Advanced Students

et al. 2021

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“…One plausible explanation could be that the Singaporean sample was more novice in its education and perhaps, therefore, carried less domain specialization. Further, they may have fewer constraints for solutions, due to their inexperience (James et al, 2014). The reason behind the differences, however, remains speculative and would carry more weight if the differences had been seen throughout the conditions.…”

Section: 4 Discussionmentioning

confidence: 99%

Cross-Cultural Differences in Creative Ideation: A Comparison between Singaporean and Portuguese Students

Koronis

Meurzec

Silva

et al. 2019

Proc. Int. Conf. Eng. Des.

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The purpose of this work is to compare the creative outcome in the educational context of students belonging to two different cultures, namely Singaporean and Portuguese and determine whether they respond differently to the same design brief. The participants from both samples equal 121 student designers and span from 18–25 years old. Students were randomly distributed within a uniform, standard of student performance, which allowed for fair comparison between groups. Expert judges were employed to judge the creativity of concept sketches generated during a Collaborative Sketching exercise. To evaluate the creative outcome, we employed the Consensual Assessment Technique based on a rubric-based system developed in our earlier works. The analysis of variance procedure revealed no statistically significant difference between the averaged total scores of the two groups on the appropriateness measure. However, the student designers from both samples showed statistically significant differences when provided with a baseline brief in the novelty measure. In consideration of the overall creativity scores, a relatively equivalent performance is observed across the two universities.

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“…Considering our sample was that of first-year undergraduate students, it is perhaps correct to expect students from this background to be less fixated than senior students and practitioners, and to allow their creativity to construct sketches with originality. One study (Yuan et al, 2014) found that experts were found to be more practical, structured, detailed and had more control of actions during design, compared to their novice counterparts which were found to consider larger space of solutions and the ability to generate more ideas, though not realistic. The second most novel group, those within the promotion design brief condition, is unsurprisingly significant as students identified with a promotion regulatory focus at the highest proportion, followed by prevention and lastly, a tie between the two mindsets.…”

Section: Model Testingmentioning

confidence: 99%

Assessing Regulatory Focus Differences in Creative Ideation: An Examination of Prevention and Promotion Mindsets on Novelty and Usefulness

Meurzec

Koh

Koronis

et al. 2019

Proc. Int. Conf. Eng. Des.

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The purpose of this work is to compare impact of regulatory focuses, namely preventive and promotional contexts, on creative ideation measured by novelty and usefulness. The study consisted of Singaporean students from an undergraduate university, and assessed their personality using the Big Five, Regulatory Focus, Creativity type and creativity outcomes measured with the Consensual Assessment Technique by completing a Collaborative Sketch exercise. Participants were randomly assigned to either the preventive, promotional or a baseline condition and tasked with a design problem necessitating a solution in the form of sketches. This study found the three conditions to yield significantly different novelty scores, but not usefulness scores. The most impactful condition on novelty was the baseline, indicating novice designers are capable of creating novel products and services. Those in the promotion condition created the second most novel sketches, or design solutions, followed lastly by the prevention condition. This may be so as novice designers consider larger space of solutions and may generate more ideas. This research is useful in creative pedagogy and for design professionals.

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An Overview of Design Cognition between Experts and Novices

Cited by 4 publications

References 0 publications

The Influence of Design Brief Information on Creative Outcomes by Novice and Advanced Students

The Influence of Design Brief Information on Creative Outcomes by Novice and Advanced Students

Cross-Cultural Differences in Creative Ideation: A Comparison between Singaporean and Portuguese Students

Assessing Regulatory Focus Differences in Creative Ideation: An Examination of Prevention and Promotion Mindsets on Novelty and Usefulness

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