Evaluating the Impacts of Different Interventions on Quality in Concept Generation

Abstract

focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes. Dr. Eli M. Silk, Rutgers, The State University of New JerseyEli Silk is an Assistant Professor of Professional Practice in the Graduate School of Education at Rutgers, The State University of New Jersey. Dr. Seda Yilmaz, Iowa State UniversityDr. Yilmaz is an Associate Professor of Industrial Design. She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers, developing instructional materials for design ideation, and foundations of innovation. She often conducts workshops on design thinking to a diverse range of groups including student and professional engineers and faculty member from different universities.

Concept generation techniques change patterns of brain activation during engineering design

“…Arguably the most critical time is during concept generation (French 1999). The quality and quantity of concepts generated in this intermediate phase ultimately determine the outcome (Shah, Smith & Vargas-Hernandez 2003;Bryant 2005;Helm et al 2016). There are numerous techniques to enhance the concept generation process (Bohm, Vucovich & Stone 2005;Jablokow et al 2015;Helm et al 2016).…”

“…The quality and quantity of concepts generated in this intermediate phase ultimately determine the outcome (Shah, Smith & Vargas-Hernandez 2003;Bryant 2005;Helm et al 2016). There are numerous techniques to enhance the concept generation process (Bohm, Vucovich & Stone 2005;Jablokow et al 2015;Helm et al 2016). Concept generation techniques rely on diverse procedures, classified into broad categories based on their intuitiveness (intuition and logical steps) (Shah, Smith & Vargas-Hernandez 2003), their structure (structured, partially structured or unstructured) (Gero et al 2012) and the amount of motivation required from the designer (intrinsic motivation or goal-directed motivation) (Taura & Nagai 2013;Shealy & Gero 2019).…”

Patterns of Cortical Activation When Using Concept Generation Techniques of Brainstorming, Morphological Analysis, and TRIZ

“…Numerous techniques developed over the last half century help facilitate concept generation (Helm et al 2016;Jablokow et al 2015;Bohm et al 2005). These techniques can be broadly classified as either structured or unstructured (Gero et al 2013;Moon Sungwoo et al 2012;Shah et al 2000).…”

Neuro-cognitive Differences Among Engineering Students when Using Unstructured, Partially Structured, and Structured Design Concept Generation Techniques

“…The concept generation phase is the time to bring problem understanding, social factors and practical knowledge together to develop possible solutions [2]. The quality and quantity of concepts generated in this phase affect and even determine the outcomes of the final design solution [3], [4]. Prior research demonstrates that numerous concept generation techniques can be used to facilitate engineers to increase creativity and generate more design alternatives [3], [5], [6].…”

“…The quality and quantity of concepts generated in this phase affect and even determine the outcomes of the final design solution [3], [4]. Prior research demonstrates that numerous concept generation techniques can be used to facilitate engineers to increase creativity and generate more design alternatives [3], [5], [6]. Therefore, understanding concept generation and its techniques has importance for engineering education and the design industry.…”