The practice of design is constantly evolving; new technologies have become a support for the implementation of disruptive proposals in diverse disciplines, including design products. A Paradigm shift are present in the design and engineering education related with support technologies and developing new products. The objective of this work is to present the novel process of a design project that incorporates a creative and objective process for designing and validating products in order to attract, engage and retain talent in design and engineering courses for research and technology implementation. The challenge was a project for create an novelty industrial tool board with a minimum number of tools validated by Eye-tracking (ET) technology. The ET technology is based on the study of eye movement, which provides an objective indicator of where a person's overt, and typically centered, attention is focused. Twenty-eight students from the third year of Industrial Design Bachelor's program were involved in this academic course and used a product design methodology to implement the technology and dynamics of the ET. The results of this education project revealed a novel dynamic in design education. The results reveled an improved interest in research and technology implementation. Students perceived the relevance of ET technology in a fundamental phase of product design. In addition, the students shared their enjoyment and interest in reusing this technology in similar processes. The students' perception of factors, such as utility, novelty and relevance of this technology, in their design processes was positive. Finally, the novel process became familiar to the students, even if it was their first-time using ET technology. This work reveals how technology becomes a fundamental part of the process and how to guide students to integrate rigid and meticulous processes in design products without neglecting the creative process.

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This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0), which permits reproduction, adaptation, and distribution provided the original author and source are credited. AbstractThis research identifies the particularities of the industrial design process in 18 manufacturing small and medium enterprises (SMEs) in the central region of Venezuela. To achieve this result, an investigation of the current status of the situation was done with the purpose of establishing a theoretical framework as basis. Following a qualitative approach, subsequently the phenomenon under study was identified and an initial response to this approach was obtained, leading to the selection of the method of semi-structured interviews. The result of these interviews, and the process of triangulation with other data allowed to create an exploratory case of studies. For the data analysis it was used the Atlas.ti software, which allowed the generation of categories as well as coding and grouping concepts based on similarities. As a result, after a selective comparison of propositions, a Grounded Theory represented by an explanatory model was established, as well as a design process as a dynamic capacity in SMEs manufacturing, which is divided into three levels, namely trigger, execution and manufacturing.

Idea generation is fundamental in higher education, principally in engineering and creative areas. The challenge presented in our research was to correctly implement a progressive, intuitive categorization method to generate solutions, unifying individual proposals and ideas through a virtual platform or face-to-face sessions and real-time communication. This paper aims to present the implementation impact from students’ first-use perceptions and experiences, segmented by study area, gender, and semesters. Our research began with creating an idea generation method. Experienced design professionals integrated various tools to run on digital platforms. This method was called ICRI, an acronym for Ideation, Categorization, Regrouping, and Ideation. The method had two primary stages. The initial stage employed four-step where the students defined, investigated, established findings, and formed teams to move on to the second stage. This second stage comprised two parts, the first four-step where students generated ideas, reviewed, defined, and grouped them; the second five-step process involved focusing the ideas for regrouping, discussion, fusion, and writing new ideas. This method was applied to start a product design process or design strategy to create a project design. The results revealed high student acceptance of the method due to its practicality, rapidity, and functionality in generating ideas and active, equitable student participation. We found that certain students’ profiles are not optimistic about the use of such tools. Also, we found that there were no significant differences by gender of the student profile, but it was noted that female students liked the method more. The findings derived from the creation and application of the ICRI method were consequences of the need to create innovative practices to integrate higher education students. The ICRI method reinforces the trend of educational methods that address the relevance of collaborative idea generation and processes that facilitate effective interactions, even in a virtual and remote mode.

The present research consists of the implementation of Computer-Aided Design (CAD) and Computer Aided Manufacturing (CAM) software as a didactic support resource in the “Model and Prototypes 1 Workshop” of the Industrial Design degree, in which students learn and practice different representation techniques three-dimensional, to be able to occupy them later in the generation of models or prototypes of the designs made in the subjects of projects and the professional practice. However, it is necessary to familiarize yourself with the techniques and tools most frequently used in professional practice that provide more remarkable or excellent performance when the combination of specialized software and manual processes generates a better understanding of the manufacturing process and accelerates learning. The process was implemented in a total of 42 students, divided into two groups, one in 2017 and another in 2018.