Conceptualization of an artificial intelligence-assisted tutoring system for teaching technical drawing skills to undergraduate students
Jonas Fastabend, Benedikt Müller, Daniel Roth, Matthias Kreimeyer
University of Stuttgart, Germany
In design education, technical drawing training requires a large amount of resources. The aim of this paper is to propose a concept for an artificial intelligence-based tutoring system that partly automates technical drawing education. The educational needs of the students are defined via an error analysis of 100 corrected drawing exercises and the definition of 3 error clusters with 134 different error types. Three sub-concepts with a collection of training exercises are proposed for the tutoring system to mitigate these errors. The resulting concept is validated by a survey with 29 students.
Understanding the art of design thinking facilitation: a novel instrument for observing instructional strategies used by facilitators
Sharon Guaman-Quintanilla1,2, Isabel Alcivar3, Katherine Chiluiza4
1Escuela Superior Politecnica del Litoral, i3lab Entrepreneurship and Innovation Center, Ecuador; 2Ghent University, Department of Accountancy, Corporate Finance and Taxation, Belgium; 3Escuela Superior Politecnica del Litoral, Faculty of Mechanical and Production Sciences Engineering, Ecuador; 4Escuela Superior Politecnica del Litoral, Center of Information Technologies, Ecuador
Design Thinking (DT) is considered an innovative and effective pedagogical approach. To enhance the understanding of instructional strategies used by university DT facilitators, we developed the Design Thinking Facilitation Behaviour List, an instrument that matches strategies with observable behaviours in a DT course. We present the design process and validation of the instrument. Results show the instrument's effectiveness in capturing instructional strategies in a DT course, paving the way for future research and improved teaching practices.
Towards simulation games in engineering design education – design and evaluation of a SE simulation game
David Inkermann, Theresa Ammersdörfer
Technische Universität Clausthal, Germany
Simulation games (SG) present a learning environment allowing 'what-if' analysis of solutions and decisions that may not be feasible in reality. Positive effects of SG are affected by the context of use, users, and the game design itself. Aim of our research is to investigate to which extent it is possible to represent interdependencies occurring between activities, methods, tools, and roles in real engineering projects by a SG and which prior knowledge is needed for the intended learning outcomes. Our research uses a SG prototype and interviews with industry experts and graduated students.
Fostering innovation through bio-inspired projects in engineering design education
Jacquelyn Nagel1, Ramana Pidaparti2
1James Madison University, United States of America; 2University of Georgia, United States of America
This paper discusses the C-K theory approach and developing templates for student’s use in design courses, specifically for the conceptual design phase. Examples of C-K templates are reviewed to demonstrate the process leading to a design solution. Analysis of student’s work using these templates are presented and discussed with respect to design learning attributes and design innovation during the conceptual design. Student reflections from their final design reports indicated that students did develop knowledge and skills in bio-inspired design, collaboration, and interdisciplinary mindsets.
Improving knowledge transfers in student engineering teams through the application of the InKTI – Interdepartmental Knowledge Transfer Improvement method
Monika Klippert, Robert Stolpmann, Albert Albers
Karlsruhe Institute of Technology, Germany
Managing knowledge successfully is key for an organization to increase its innovative potential. The InKTI method supports the improvement of knowledge transfers in product and production engineering. To ensure acceptance, applicability, and contribution to success in practice, it is necessary to validate the InKTI method. This paper focuses on evaluating the contribution to success in a Live-Lab study with student engineering teams. Based on the results two consecutive field studies have been conducted to evaluate not only the success but also support, and applicability of the InKTI method.
Learning in a digital fabrication course on building tangible artefacts
Vijayakumar Nanjappan1,2, Georgi V. Georgiev1, Hernan Casakin3, Sohail Ahmed Soomro1,4
1Center for Ubiquitous Computing, University of Oulu, Finland; 2School of Computer Science and Information Technology, University College Cork, Ireland; 3Ariel University, Israel; 4Sukkur IBA University, Pakistan
This paper examines how students' ideas evolve into physical prototypes within a digital fabrication design course. Examining the materials used, customization approaches, iterations, and team dynamics of 26 student projects reveals interplays between ideas, available tools, materials and constraints. Findings show the predominance of techniques, design preferences, concept refinement, and teamwork challenges. The implications highlight the value of hands-on iteration for alignment with reality and the need to support collaboration skills alongside technical prototype development.
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