The trade-off between design fixation and quality: Physical objects or multiperspective pictures?

Abstract

Physical objects and their pictures are two main kinds of design stimuli of creative activity, which can improve design quality but may induce design fixation. Previous studies are focused on the case where participants face a single picture, and their design stimulus may be incomplete as compared with the participants facing objects. To fully explore the influence of physical and pictorial examples on design novices, we investigated design fixation and design quality when they were provided with multiperspective pictures having information remarkably similar to physical objects. Specifically, two novice groups individually created their own designs after observing several examples by the way of the above two presentation modes. These designs were evaluated by two evaluators in terms of similarity, originality, and completeness. Statistical analysis showed that no significant difference was found in similarity and originality between the two groups, whereas the designs of the physical group outperformed those of the pictorial group in terms of completeness. This finding indicated that the two groups showed the same degree of design fixation, as multiperspective pictures presented most of the form information of the physical object. The results suggest that when instructing design novices, it is essential to control how to present design examples at different stages of the design process.

Differences in thinking flexibility between novices and experts based on eye tracking

“…Besides, compared with conservative thinking, flexible thinking can be more conductive to produce high-quality designs. Shen had proved that flexibly thinking objects in different perspective directly improves the type, quantity and completeness of students’ design activities [ 2 ]. Therefore, it is necessary for educators to teach students appropriate flexible thinking to improve their design skills.…”