TY - GEN
T1 - Fresh in my mind! investigating the effects of the order of presenting opportunistic and restrictive design for additive manufacturing content on creativity
AU - Prabhu, Rohan
AU - Miller, Scarlett R.
AU - Simpson, Timothy W.
AU - Meisel, Nicholas A.
N1 - Funding Information:
This research was funded by the National Science Foundation under Grant No. CMMI-1712234. Any opinions, findings, and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of the NSF. We would like to thank Dr. Stephanie Cutler for her guidance, and acknowledge the help from Dr. Jessica Menold, the ME 340 TAs, and members of the britelab and Made by Design Lab in conducting the experiment.
Publisher Copyright:
Copyright © 2020 ASME.
PY - 2020
Y1 - 2020
N2 - Additive manufacturing (AM) processes present designers with creative freedoms beyond the capabilities of traditional manufacturing processes. However, to successfully leverage AM, designers must balance their creativity against the limitations inherent in these processes to ensure the feasibility of their designs. This feasible adoption of AM can be achieved if designers learn about and apply opportunistic and restrictive design for AM (DfAM) techniques at appropriate stages of the design process. Researchers have demonstrated the effect of the order of presentation of information on the learning and retrieval of said information; however, there is a need to explore this effect within DfAM education. In this paper, we explore this gap through an experimental study involving 195 undergraduate engineering students. Specifically, we compare two variations in DfAM education: (1) opportunistic DfAM followed by restrictive DfAM, and (2) restrictive DfAM followed by opportunistic DfAM, against only opportunistic DFAM and only restrictive DfAM training. These variations are compared through (1) differences in participants' DfAM self-efficacy, (2) their selfreported DfAM use, and (3) the creativity of their design outcomes. From the results, we see that only students trained in opportunistic DfAM, with or without restrictive DfAM, present a significant increase in their opportunistic DfAM self-efficacy. However, all students trained in DfAM-opportunistic, restrictive, or both-demonstrated an increase in their restrictive DfAM self-efficacy. Further, we see that teaching restrictive DfAM first followed by opportunistic DfAM results in the generation of ideas with greater creativity- A novel research finding. These results highlight the need for educators to account 1 Corresponding Author for the effects of the order of presenting content to students, especially when educating students about DfAM.
AB - Additive manufacturing (AM) processes present designers with creative freedoms beyond the capabilities of traditional manufacturing processes. However, to successfully leverage AM, designers must balance their creativity against the limitations inherent in these processes to ensure the feasibility of their designs. This feasible adoption of AM can be achieved if designers learn about and apply opportunistic and restrictive design for AM (DfAM) techniques at appropriate stages of the design process. Researchers have demonstrated the effect of the order of presentation of information on the learning and retrieval of said information; however, there is a need to explore this effect within DfAM education. In this paper, we explore this gap through an experimental study involving 195 undergraduate engineering students. Specifically, we compare two variations in DfAM education: (1) opportunistic DfAM followed by restrictive DfAM, and (2) restrictive DfAM followed by opportunistic DfAM, against only opportunistic DFAM and only restrictive DfAM training. These variations are compared through (1) differences in participants' DfAM self-efficacy, (2) their selfreported DfAM use, and (3) the creativity of their design outcomes. From the results, we see that only students trained in opportunistic DfAM, with or without restrictive DfAM, present a significant increase in their opportunistic DfAM self-efficacy. However, all students trained in DfAM-opportunistic, restrictive, or both-demonstrated an increase in their restrictive DfAM self-efficacy. Further, we see that teaching restrictive DfAM first followed by opportunistic DfAM results in the generation of ideas with greater creativity- A novel research finding. These results highlight the need for educators to account 1 Corresponding Author for the effects of the order of presenting content to students, especially when educating students about DfAM.
UR - http://www.scopus.com/inward/record.url?scp=85096170142&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85096170142&partnerID=8YFLogxK
U2 - 10.1115/DETC2020-22449
DO - 10.1115/DETC2020-22449
M3 - Conference contribution
AN - SCOPUS:85096170142
T3 - Proceedings of the ASME Design Engineering Technical Conference
BT - 17th International Conference on Design Education (DEC)
PB - American Society of Mechanical Engineers (ASME)
T2 - ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC-CIE 2020
Y2 - 17 August 2020 through 19 August 2020
ER -