Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software

Zhang, Helen Z.; Xie, Charles; Nourian, Saeid

doi:10.1007/s10798-017-9408-1

Cited by 20 publications

(12 citation statements)

References 36 publications

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“…In other words, the learners that had a high composition with paper tended to keep that high composition in the IVR, and those who started with the IVR had a low composition and it stayed low when they switched to paper. One possible explanation is that the composition aspect of the design was fixated through the iterative process (Zhang, Xie, & Nourian, 2018) and it emphasizes again the importance of the combination order on the design quality.…”

Section: Discussionmentioning

confidence: 99%

Using immersive virtual reality to support designing skills in vocational education

Kim¹,

Oertel²,

Dobricki³

et al. 2020

Brit J Educational Tech

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focusing on using data of human-human interaction to build and evaluate computational models that support social interactions between people and machines. Martin Dobricki is a senior scientist in the learning technologies research group at the Swiss Federal Institute for Vocational Education and Training (SFIVET) focusing on vocational learning and teaching through immersive virtual reality technology. Jennifer K. Olsen is a postdoctoral researcher at EPFL in the CHILI lab researching educational technologies and learning analytics. Alessia E. Coppi is a Ph.D. student at SFIVET interested in vocational education, new technologies and games, usability and cognitive enhancement. Alberto Cattaneo is a professor at SFIVET focusing on learning technologies, instructional design and teacher education. PierreDillenbourg is a professor in the School of Computer and Communication Sciences at EPFL and the head of the CHILI lab where he researches learning technologies and educational robotics.

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Section: Discussionmentioning

confidence: 99%

Using immersive virtual reality to support designing skills in vocational education

Kim¹,

Oertel²,

Dobricki³

et al. 2020

Brit J Educational Tech

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“…Each student's design replays were reviewed in 10-s increments, which corresponded to 6 to 7 min of the actual class time, similar to time-lapse photography. Prior studies show data from such low-fidelity approaches are compatible with high-fidelity approaches where the observer is physically co-located with the student observed (Baker et al 2006;Zhang et al 2014). In addition, this approach allowed researchers to see subtle actions that are not obvious to the human eye.…”

Section: Development Of the Informed Design Coding Protocolmentioning

confidence: 91%

An exploratory study of informed engineering design behaviors associated with scientific explanations

et al. 2015

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Background: Design and science inquiry are intertwined during engineering practice. In this study, we examined the relationship between design behaviors and scientific explanations. Data on student design processes were collected as students engaged in a project on designing energy-efficient buildings on a blank square city block surrounded by existing buildings using a computer-aided design program, Energy3D, with built-in solar energy simulation capabilities. We used criterion sampling to select two highly reflective students among 63 high school students. Results: The main data sources were design replays (automatic playback of student design sequences within the CAD software) and electronic notes taken by the students. We identified evidence of informed design such as problem framing, idea fluency, and balancing benefits and trade-offs. Opportunities for meaningful science learning through engineering design occurred when students attempted to balance design benefits and trade-offs. Conclusions: The results suggest that design projects used in classrooms should emphasize trade-off analysis and include time and resources for supporting trade-off decisions through experimentation and reflection. Future research should explore ways to visualize patterns of design behavior based on large samples of students.

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“…While prior knowledge and experiences are important to learning according to theories such as constructivism and knowledge integration , they could also blind designers to new possibilities, a phenomenon known as design fixation . In the context of engineering education, design fixation can be caused by the perception or preconception of design subjects, the examples given to illustrate design principles, and students’ own previous designs . As it may adversely affect engineering learning to a similar degree as “cookbook labs” underrepresent science learning, design fixation may pose a central challenge to engineering education (though it has not been thoroughly evaluated among young learners in secondary schools).…”

Section: The Educational Potential Of Cad Softwarementioning

confidence: 99%

Learning and teaching engineering design through modeling and simulation on a CAD platform

Xie

Schimpf

Chao

et al. 2018

Comp Applic In Engineering

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This paper provides a theoretical perspective of how modeling and simulation on a CAD platform can be used to teach science concepts and inform design decisions. The paper discusses the educational implications of three recent advancements in CAD technologies: system integration, machine learning, and computational design. The challenges to design energy‐efficient buildings that harness solar energy are used as the engineering examples to illustrate the learning and teaching opportunities created by the modeling, simulation, and data mining capabilities of the Energy3D software, which is a CAD tool developed from scratch along the directions of the three advancements to support engineering research and education. Preliminary results from students in a physics classroom and an online course shed light on the effects of these features on guiding student to design cost‐effective rooftop solar power systems for their own home buildings.

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Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software

Cited by 20 publications

References 36 publications

Using immersive virtual reality to support designing skills in vocational education

Using immersive virtual reality to support designing skills in vocational education

An exploratory study of informed engineering design behaviors associated with scientific explanations

Learning and teaching engineering design through modeling and simulation on a CAD platform

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