Fresh in My Mind! Investigating the effects of the order of presenting opportunistic and restrictive design for additive manufacturing content on students' creativity
Fresh in My Mind! Investigating the effects of the order of presenting opportunistic and restrictive design for additive manufacturing content on students' creativity
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DOI：
10.1080/09544828.2021.1876843
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发表时间：
2021-01-28
影响因子：
2.7
通讯作者：
Meisel, Nicholas A.
中科院分区：
文献类型：
--
作者：
Prabhu, Rohan;Simpson, Timothy W.;Meisel, Nicholas A.
为了充分利用增材制造（AM）带来的设计自由，设计人员必须为AM采用机会性和限制性设计（分别为O-和R-DfAM）。信息呈现的顺序影响了对所述信息的检索;然而，有必要在DfAM中探索这种效果。我们比较了DfAM教育的四种变化：（1）O-DfAM其次是R-DfAM，（2）R-DfAM其次是O-DfAM，（3）只有O-DfAM，（4）只有R-DfAM通过评估：（1）学生的DfAM自我效能，（2）他们自我报告的DfAM使用，（3）设计创造力。所有接受DfAM训练的学生都表现出R-DfAM自我效能感的增加;然而，只有接受O-DfAM训练的学生，无论是否接受R-DfAM训练，都表现出O-DfAM自我效能感的增加。此外，首先接受R-DfAM培训的学生，其次是O-DfAM，产生了更多创造性的想法。
To capitalise the design freedoms enabled by additive manufacturing (AM), designers must employ opportunistic and restrictive design for AM (O- and R-DfAM respectively). The order of information presentation influences the retrieval of said information; however, there is a need to explore this effect within DfAM. We compared four variations in DfAM education: (1) O-DfAM followed by R-DfAM, (2) R-DfAM followed by O-DfAM, (3) only O-DfAM, and (4) only R-DfAM by evaluating: (1) students' DfAM self-efficacy, (2) their self-reported DfAM use, and (3) design creativity. All students trained in DfAM demonstrated an increase in R-DfAM self-efficacy; however, only students trained in O-DfAM, with or without R-DfAM, reported an increase in O-DfAM self-efficacy. Furthermore, students trained in R-DfAM first followed by O-DfAM generated more creative ideas.