Bridging the Gaps: Augmenting Design Learning Through Computer-Aided Exploration

Abstract

In helping students learn engineering design, it is very important that they explore complex scenarios that are realistic, and fall outside the domain of standard and over-simplified textbook problems that typically have an answer. A majority of the current educational methods and computer-based tools do not bridge this gap and lack affordances for design exploration. Although computational methods such as Finite Element Analysis have this potential, they are hard to use requiring the users to spend a significant effort. Also, several instructors have identified significant knowledge gaps in concepts related to structural design and strength of materials when the students reach their senior year. To this end, we have developed a problem-based framework to allow for rapid design exploration within engineering design curricula using an easy-to-use, simplified and constrained version of finite elements for stress analysis and exploration. Our framework makes it possible for users to rapidly explore various design options by incorporating a Finite Element Analysis (FEA) backend for design exploration. Our approach uses a constrained design problem for weight minimization that incorporates elements of structural topology optimization but does not automate it. Instead we provide the user the control on decision making for changing the shape through material removal. Using this framework, we explore the decision making of users, and their methodology in the course of the activities that provide a context of control, challenge and reflection. Using video and verbal protocol analysis we integrate assessment in ways that are important and interesting for learning. Our framework demonstrates that the ability of computational tools that are transformed for learning purposes can scaffold and augment learning processes in new ways.

Protocol Analysis in Engineering Design Education Research: Observations, Limitations, and Opportunities

“…In almost all of the reviewed studies, verbalizations were both audio and video recorded, and were sometimes supplemented with additional materials (e.g., screen capturing software, sketches, white board use, etc.) that were created during the session (Adams et al, 2002;Cardella & Tolbert, 2014;Kavakli & Gero, 2002;Lammi, 2011;Patel et al, 2018;Sriram et al, 2015;Williams et al, 2013). Multiple cameras, positioned at various angles, and individual microphones are used to gather the most comprehensive recording of the session (Kannengiesser & Gero, 2017;Lemons et al, 2009;Mentzer et al, 2015;Wells et al, 2016;Williams et al, 2012;Williams et al, 2013).…”

“…This ensures that as much of the thought process and cognitive effort as possible is captured by the recordings in order to be analyzed later. In Sriram et al (2015), an observer was present in order to ask questions and take observations at regular intervals. Mentzer et al (2015) used a facilitator who would, when asked by the participants, provide relevant information about the task.…”

Integrating Model-Based Design and Physical Design Evaluation for Improved Design Education

“…The design community has been focused on addressing many of the issues highlighted above pertaining to engineering design education. To that end, many important ideas have been proposed recently to enhance engineering design education including model-based design education [10][11][12], education through design modules [13,14], and design and build projects [15].…”