TY - GEN
T1 - THE EFFECTS OF INCUBATION, FIXATION STIMULI, AND WORKING MEMORY CAPACITY ON DESIGN FIXATION
AU - Brundage, Amanda
AU - Soria Zurita, Nicolás F.
AU - Starkey, Elizabeth
AU - Menold, Jessica
AU - Jablokow, Kathryn
N1 - Publisher Copyright:
Copyright © 2024 by ASME.
PY - 2024
Y1 - 2024
N2 - This paper examines design fixation in engineering classrooms, particularly focusing on the impact of incubation, fixation stimuli, and individual working memory capacity.146 first year engineering design students completed a presented design challenge under different experimental conditions. Their sketched solutions were evaluated using established fixation metrics. The results suggest no correlation between students' working memory capacity and the percentage of example features integrated into their solutions. Results indicate that when students are presented with only a negative example, fixation levels are influenced by the length of the incubation period. Based on these results, instructors can be advised to present negative examples to students 96 hours before ideation to mitigate the inclusion of excessive negative example features. Furthermore, results show a significant increase in fixation on features present in positive examples, suggesting that instructors should be aware of presenting both positive and negative examples to their students if they want to avoid design fixation.
AB - This paper examines design fixation in engineering classrooms, particularly focusing on the impact of incubation, fixation stimuli, and individual working memory capacity.146 first year engineering design students completed a presented design challenge under different experimental conditions. Their sketched solutions were evaluated using established fixation metrics. The results suggest no correlation between students' working memory capacity and the percentage of example features integrated into their solutions. Results indicate that when students are presented with only a negative example, fixation levels are influenced by the length of the incubation period. Based on these results, instructors can be advised to present negative examples to students 96 hours before ideation to mitigate the inclusion of excessive negative example features. Furthermore, results show a significant increase in fixation on features present in positive examples, suggesting that instructors should be aware of presenting both positive and negative examples to their students if they want to avoid design fixation.
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U2 - 10.1115/DETC2024-143871
DO - 10.1115/DETC2024-143871
M3 - Conference contribution
AN - SCOPUS:85211913022
T3 - Proceedings of the ASME Design Engineering Technical Conference
BT - 21st International Conference on Design Education (DEC)
PB - American Society of Mechanical Engineers (ASME)
T2 - ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC-CIE 2024
Y2 - 25 August 2024 through 28 August 2024
ER -