Exploring the effects of a video clip and prior experience with an example on enhancing the design ideation of master's students: a two-condition comparative study.
Saved in:
| Title: | Exploring the effects of a video clip and prior experience with an example on enhancing the design ideation of master's students: a two-condition comparative study. |
|---|---|
| Authors: | Ashrafganjouei, Mohammadali1 (AUTHOR) m_aganjouei@uk.ac.ir, Nadimi, Hamid2 (AUTHOR) |
| Source: | International Journal of Technology & Design Education. Mar2026, Vol. 36 Issue 1, p337-361. 25p. |
| Subjects: | Architectural education, Conceptual design, Video recording equipment, Ontology, Design thinking, Prior learning, Problem solving, Engineering design |
| Abstract: | This study investigates the impact of a video clip of an architectural example on developing students' design ideation and compares the design activities of students with prior experience of the example to those without such experience. Twenty-three female master's students of architecture undertook two similar conceptual design briefs under different conditions: one without any examples and another after watching the video clip. Concurrent reporting was used to collect their verbalizations, and the FBS ontology was applied to model their design protocols. The problem–solution indices and pre-structure–post-structure index measured the differences in design behavior between the two conditions. Dynamic analysis was used to observe the changes in the frequency of design behaviors during each condition. Results indicate significant differences between the two conditions, with the example leading participants to focus more on solution space and interpreting design shapes. The difference in the frequency of design behavior was most notable in the middle of the design session. Further analysis revealed that the design behavior of participants with less experience of the example was more affected in the second condition, focusing more on figural aspects and interpreting more figural aspects of design shapes. It was also observed that participants with different levels of experience of the example focused more on solution generation in the second condition; however, only those with multiple experiences of the example improved their design activities related to reflecting on design shapes. Additionally, the analysis of the frequency of design behavior revealed that participants with more experience of the example exhibited more varied dynamic design behavior in the second condition. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
