Differences Between Beginning and Advanced Students Using Specific Analogical Stimuli During Design-by-Analogy

Abstract

Studies reported the effects of different types and different levels of abstraction of analogical stimuli on designers. However, specific, single visual analogical stimuli on the effects of designers have not been reported. We define this type of stimuli as specific analogical stimuli. We used the extended linkography method to analyze the facilitating and limiting effects of specific analogical stimuli and free association analogical stimuli (nonspecific analogical stimuli) on the students' creativity at different design levels. The results showed that: (1) Advanced students focused on exploring the depth of the design problem while beginning students tended to explore the breadth of the design problem. (2) Nonspecific analogical stimuli enhanced the creativity of beginning students. However, its impact on advanced students is less pronounced. (3) The specific analogical stimuli attract the students into design fixation. Furthermore, it has a more pronounced effect on advanced students. These results illustrate the differences in the effects of specific analogy stimuli on the students at different design levels. It clarifies the use of analogical stimuli in design and the teaching of analogical design methods in design education.