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D326: EMERGING TECHNOLOGIES AND COLLABORATIVE TOOLS IN DESIGN EDUCATION
Time:
Wednesday, 22/May/2024:
10:45am - 12:30pm
Session Chair: Prasad Onkar, Indian Institute of Technology Hyderabad, India
Location:Congress Hall Šipun
Presentations
Students’ perception of risks in computer-supported collaborative design teams
Beth Morman, Ross Brisco
University of Strathclyde, United Kingdom
The recent Covid-19 pandemic created an unprecedented transition to distributed design team collaboration in education and industry, and with the sudden change in working environments, researchers must consider novel risks introduced to the design process. This research established that student perception of risk differs through personal experience and the impact of risks are greater when working online. Recommendations are made on how these risks could be mitigated further to allow the successful implantation of distributed design through computed-supported environment in education.
Analysis of collaborative CAD user actions in design sprint: insights from an educational setting
Jelena Šklebar, Tomislav Martinec, Stanko Škec, Mario Štorga
University of Zagreb FSB, Croatia
Design sprints complement traditional teaching methods, especially in project-based learning courses. While this approach can potentially change Computer-Aided Design (CAD) usage, it is still underexplored. Therefore, this study explores the influence of design sprints on embodiment-focused CAD activities in project-based learning by examining differences in patterns of CAD user actions, focusing on design space and action types. The case involves two higher-graded and two lower-graded student design teams monitored with a non-invasive method across a two-day design sprint event.
A gamified approach to assessing mental rotation in virtual reality
1University of Kentucky, United States of America; 2Universitat Politècnica de València, Spain; 3Purdue University, United States of America
We present a new spatial skills assessment tool, the Virtual Reality Mental Rotation Assessment. Results suggest that the gamified immersive experience enabled increased levels of engagement and motivation and the instrument was likely not biased in favor or people with past virtual reality (VR) experience. Using VR did not appear to introduce additional problems beyond those present in a traditional spatial test, as moving one’s body to change perspective did not correlate with improved performance. Our findings have implications for training and assessing spatial skills in engineering.
The impact of specialized software on concept generation
Julian Martinsson Bonde1, Richard Breimann2, Johan Malmqvist1, Eckhard Kirchner2, Ola Isaksson1
1Chalmers University of Technology, Sweden; 2Technical University of Darmstadt, Germany
Software implementations of traditional engineering design methods can potentially enrich the original methods. A study was conducted to better understand how concept generation can be facilitated using software. Participants of the study were asked to generate concepts using either specialized software, or by using traditional means, for applying function-means modeling and morphological matrices. A concept concretization metric was used to evaluate the results, which indicated that there are both positive and negative aspects of performing concept generation using specialized software.
VR headset vs. PC screen as virtual learning tour interface for Chinese architecture heritage investigation
Yuetong Chen, Min Hua
Shanghai Jiao Tong University, China
In design education, integrating digital tools has revolutionized pedagogical approaches. This study examines the impact of VR HMDs and PC screens on learning ancient Chinese architecture using a virtual tour. Involving 22 students, it assessed simulator sickness, user experience, and spatial awareness. Results show VR had a more positive spatial learning experience but the same learning outcomes. VR enhances presence but increases simulator sickness. The study underscores VR's potential and limitations in ancient Chinese architectural education, suggesting future research directions.