Complex Solutions for Complex Problems? Exploring the Role of Design Task Choice on Learning, Design for Additive Manufacturing Use, and Creativity
Complex Solutions for Complex Problems? Exploring the Role of Design Task Choice on Learning, Design for Additive Manufacturing Use, and Creativity
复制标题
复杂问题的复杂解决方案？
DOI：
10.1115/1.4045127
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发表时间：
2020
影响因子：
3.3
通讯作者：
Meisel, Nicholas A.
中科院分区：
文献类型：
--
作者：
Prabhu, Rohan;Miller, Scarlett R.;Simpson, Timothy W.;Meisel, Nicholas A.
增材制造（AM）工艺在许多行业的集成导致了对AM教育和培训的需求，特别是在AM设计（DfAM）方面。为了满足这一日益增长的需求，一些学术机构已经实施了教育干预措施，特别是项目和问题为基础的，AM教育，然而，有限的研究探讨了如何选择的问题陈述影响设计成果的任务为基础的AM/DfAM干预。本研究通过对175名工科本科生的实验研究，探讨了文献中的这一差距。具体而言，该研究比较了限制性和双重（限制性和机会主义）DfAM教育的影响，当通过设计任务引入时，这些设计任务在明确使用设计目标和功能和制造限制方面有所不同。干预的效果通过（1）参与者DfAM自我效能的变化，（2）参与者自我报告的对DfAM的重视，（3）参与者设计成果的创造力来衡量。结果表明，设计任务的选择有显着影响的参与者的自我效能感，以及他们的自我报告的重点，某些DfAM概念。研究结果还表明，设计任务包含明确的约束和目标的结果，参与者产生的想法更大的独特性相比，设计任务较少明确的约束和目标。这些研究结果突出了所选择的问题陈述对DfAM教育干预结果的重要性，并讨论了未来的工作。
The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 175 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through design tasks that differed in the explicit use of design objectives and functional and manufacturing constraints in defining them. The effects of the intervention were measured through (1) changes in participant DfAM self-efficacy, (2) participants' self-reported emphasis on DfAM, and (3) the creativity of participants' design outcomes. The results show that the choice of the design task has a significant effect on the participants' self-efficacy with, and their self-reported emphasis on, certain DfAM concepts. The results also show that the design task containing explicit constraints and objectives results in participants generating ideas with greater uniqueness compared with the design task with fewer explicit constraints and objectives. These findings highlight the importance of the chosen problem statement on the outcomes of a DfAM educational intervention, and future work is also discussed.
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