Abstract
This paper investigates iteration and fixation in design by mining digital footprints left by designers. High school students used computer-aided design software to create buildings in an urban area, with the goal of applying passive solar design techniques to ensure optimal solar gains of the buildings throughout a year. Students were required to complete three different designs. Fine-grained data including design actions, intermediate artifacts, and reflection notes were logged. Computational analytics programs were developed to mine the logs through three indicators: (a) frequency of the action of using energy analysis tools; (b) solar performance of the final designs; and (c) difference in solar performance between the prototype and final designs. Triangulating results from the indicators suggests three types of iteration—efficacious, inadequate and ineffective. Over half of the participants were detected as being efficacious iterative during the first design and becoming more and more fixated toward the end of the project, which resonates with previous findings on fixation effect among college students and professional designers. Overall the results demonstrate the power of applying computational analytics to investigate complex design processes. Findings from this work shed light on how to quantitatively assess and research student performance and processes during design projects.
Similar content being viewed by others
References
Adams, R. (2001). Cognitive processes in iterative design behavior. University of Washington, Unpublished doctoral dissertation.
Adams, R. S., & Atman, C. J. (1999). Cognitive processes in iterative design behavior. In 29th Annual Frontiers Education Conference, 1999. FIE’99. (vol. 1, pp. 11A6–13). IEEE.
Adams, R. S., Atman, C. J., Nakamura, R., Kalonji, G., & Denton, D. (2002). Assessment of an international freshmen research and design experience: A triangulation study. International Journal of Engineering Education, 18(2), 180–192.
Adams, R. S., Turns, J., & Atman, C. J. (2003). Educating effective engineering designers: The role of reflective practice. Design Studies, 24(3), 275–294.
Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359–379.
Atman, C. J., Cardella, M. E., Turns, J., & Adams, R. (2005). Comparing freshman and senior engineering design processes: An in-depth follow-up study. Design Studies, 26(4), 325–357.
Atman, C. J., Chimka, J. R., Bursic, K. M., & Nachtmann, H. N. (1999). A comparison of freshman and senior engineering design processes. Design Studies, 20(2), 131–152.
Bailey, R., & Szabo, Z. (2006). Assessing engineering design process knowledge. International Journal of Engineering Education, 22(3), 508–518.
Baker, R. S., & Clarke-Midura, J. (2013). Predicting successful inquiry learning in a virtual performance assessment for science. In International conference on user modeling, adaptation, and personalization (pp. 203–214). Berlin, Heidelberg: Springer.
Braha, D., & Maimon, O. (1997). The design process: Properties, paradigms, and structure. IEEE Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 27(2), 146–166.
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387.
Brown, P. (2009). CAD: Do computers aid the design process after all? Intersect: The Stanford Journal of Science Technology and Society, 2(1), 52–66.
Chrysikou, E. G., & Weisberg, R. W. (2005). Following the wrong footsteps: fixation effects of pictorial examples in a design problem-solving task. Journal of Experimental Psychology. Learning, Memory, and Cognition, 31(5), 1134–1148.
Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738–797.
Davies, A. (2011). Making classroom assessment work. Bloomington: Solution Tree.
Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem–solution. Design Studies, 22(5), 425–437.
Dym, C. L. (1994). Engineering design: A synthesis of views. MA: Cambridge University Press.
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103–120.
Feng, M., Heffernan, N., & Koedinger, K. R. (2009). Addressing the assessment challenge with an online system that tutors as it assesses. User Modeling and User-Adapted Interaction, 19(3), 243–266.
Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. The Journal of Classroom Interaction, 47(1), 23.
Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.
Gertzman, A., & Kolodner, J.L. (1996). A case study of problem-based learning in a middle-school science class: Lessons learned. In Proceedings of ICLS ‘96 (p. 667). Charlottesville, VA: AACE.
Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learning about complex systems. Journal of the Learning Sciences, 9, 247–298.
Hybs, I., & Gero, J. S. (1992). An evolutionary process model of design. Design Studies, 13(3), 273–290.
Ibrahim, R., & Pour Rahimian, F. (2010). Comparison of CAD and manual sketching tools for teaching architectural design. Automation in Construction, 19(8), 978–987.
Jansson, D. G., & Smith, S. M. (1991). Design fixation. Design Studies, 12(1), 3–11.
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
Kafai, Y. B., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. London: Routledge.
Kline, S. J. (1985). Innovation is not a linear process. Research Management, 28(4), 36–45.
Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-Based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice. Journal of the Learning Sciences, 12(4), 495–547.
Linsey, J. S., Tseng, I., Wood, K. L., Schunn, C., Fu, K., & Cagan, J. (2010). A study of design fixation, its mitigation and perception in engineering design faculty. Journal of Mechanical Design, 132(4), 041003.
Marsh, R. L., Ward, T. B., & Landau, J. D. (1999). The inadvertent use of prior knowledge in a generative cognitive task. Memory & Cognition, 27(1), 94–105.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13–17.
Pahl, G., & Beitz, W. (1988). Engineering design: a systematic approach. NASA STI/Recon Technical Report A, 89, 47350
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books Inc.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
Perttula, M., & Sipilä, P. (2007). The idea exposure paradigm in design idea generation. Journal of Engineering Design, 18(1), 93–102.
Petroski, H. (1985). To engineer is human. New York: St. Martin’s Press.
Purcell, A. T., & Gero, J. S. (1996). Design and other types of fixation. Design Studies, 17(4), 363–383.
Robertson, B. F., & Radcliffe, D. F. (2009). Impact of CAD tools on creative problem solving in engineering design. Computer-Aided Design, 41(3), 136–146.
Sadler, P. M., Coyle, H. P., & Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. The Journal of the Learning Sciences, 9(3), 299–327.
Shute, V., & Ventura, M. (2013). Stealth assessment: Measuring and supporting learning in video games. Cambridge, MA: MIT Press.
Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. New York: Praeger.
Smith, R., & Tjandra, P. (1998). Experimental observation of iteration in engineering design. Research in Engineering Design, 10(2), 107–117.
Smith, S. M., & Blankenship, S. E. (1991). Incubation and the persistence of fixation in problem solving. The American Journal of Psychology, 104(1), 61–87.
Suwa, M., Gero, J., & Purcell, T. (2000). Unexpected discoveries and S-invention of design requirements: important vehicles for a design process. Design Studies, 21(6), 539–567.
Tseng, I., Moss, J., Cagan, J., & Kotovsky, K. (2008). The role of timing and analogical similarity in the stimulation of idea generation in design. Design Studies, 29(3), 203–221.
Vincenti, W. (1990). What engineers know and how they know it. Baltimore and London: The Johns Hopkins University Press.
Viswanathan, V. K., & Linsey, J. S. (2010). Physical models in idea generation: Hindrance or help?. In ASME 2010 international design engineering technical conferences and computers and information in engineering conference, American Society of Mechanical Engineers (pp. 329–339).
Xie, C., Zhang, Z., Saeid, N., Pallant, A., & Bailey, S. (2014a). On the instructional sensitivity of CAD logs. International Journal of Engineering Education, 30(4), 760–778.
Xie, C., Zhang, Z., Saeid, N., Pallant, A., & Hazzard, E. (2014b). A time series analysis method for assessing engineering design processes using a CAD tool. International Journal of Engineering Education, 30(1), 218–230.
Youmans, R. J., & Arciszewski, T. (2014). Design fixation: Classifications and modern methods of prevention. Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 28(02), 129–137.
Zahner, D., Nickerson, J. V., Tversky, B., Corter, J. E., & Ma, J. (2010). A fix for fixation? Rerepresenting and abstracting as creative processes in the design of information systems. Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 24(02), 231–244.
Funding
This work presented in this manuscript is based upon work supported by the USA National Science Foundation (NSF) under Grant DUE #1348530. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the NSF.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Zhang, H.Z., Xie, C. & Nourian, S. Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software. Int J Technol Des Educ 28, 819–841 (2018). https://doi.org/10.1007/s10798-017-9408-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-017-9408-1