Reciprocal Relations Between Students’ Evaluation, Reformulation Behaviors, and Engineering Design Performance Over Time
Reciprocal Relations Between Students’ Evaluation, Reformulation Behaviors, and Engineering Design Performance Over Time
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DOI：
10.1007/s10956-021-09906-3
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发表时间：
2021-02
影响因子：
4.4
通讯作者：
Gaoxia Zhu;Yifang Zeng;Wanli Xing;Hanxiang Du;Charles Xie
中科院分区：
文献类型：
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作者：
Gaoxia Zhu;Yifang Zeng;Wanli Xing;Hanxiang Du;Charles Xie
了解设计过程可能会揭示何时何地应该集中资源，以及工程师如何更好地使用工具、方法和技术来提高设计质量和创造性表现。文献表明迭代评估和重新制定在工程设计过程中的重要性。目前的研究收集了111名高中生在计算机辅助设计环境Energy3D中设计节能住宅的日志。运用交叉滞后模型，考察了学生评价和改写行为之间的相互关系，以及这些行为如何影响学生在设计早期、中期和最后阶段的设计表现。研究结果表明，学生评价与改写过程之间存在正向预测关系，改写对设计成绩有正向预测作用，并在评价与设计成绩之间起到中介作用。这些结果为设计过程中迭代评估和重新制定的重要性提供了经验证据，并对教师和系统设计人员支持学生的设计提供了启示。
Understanding the design process may reveal when and where resources should be focused and how engineers can better use tools, methods, and techniques to enhance the quality of designs and creative performance. The literature suggests the importance of iterative evaluation and reformulation in the engineering design process. The current study collected 111 high school students’ logs of designing an energy-saving house in Energy3D, a computer-aided design environment. Using a cross-lag model, we investigated the reciprocal relationship between students’ evaluation and reformulation behaviors and how these behaviors influence students’ design performance at the early, middle, and final design stages. The results suggest that there is a positive predictive relationship between students’ evaluation and reformulation process; reformulation positively predicts design performance and mediates the relationship between evaluation and design performance across time. These results provide empirical evidence of the importance of iterative evaluation and reformulation in the design process and implications for teachers and system designers to support students’ design.