Abstract
This study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.
| Original language | English |
|---|---|
| Pages (from-to) | 3041-3050 |
| Number of pages | 10 |
| Journal | Proceedings of the Design Society |
| Volume | 1 |
| DOIs | |
| State | Published - 2021 |
| Event | 23rd International Conference on Engineering Design, ICED 2021 - Gothenburg, Sweden Duration: 16 Aug 2021 → 20 Aug 2021 |
Keywords
- Abstract representation
- Conceptual design
- Creativity
- Education
- Reframing
All Science Journal Classification (ASJC) codes
- Computer Graphics and Computer-Aided Design
- Computer Science Applications
- Software
- Modelling and Simulation