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DIFFERENCES BETWEEN BEGINNING AND ADVANCED STUDENTS USING SPECIFIC ANALOGICAL STIMULI DURING DESIGN-BY-ANALOGY

Published online by Cambridge University Press:  27 July 2021

Jiang Xu ,
Han Lu  and
Yu Jiang
Jiang Xu
Affiliation:
College of Design and Innovation, Tongji University
Han Lu*
Affiliation:
College of Design and Innovation, Tongji University
Yu Jiang
Affiliation:
College of Design and Innovation, Tongji University
*
Lu, Han, Tongji University, College of Design and Innovation, China, People's Republic of, luhanniye@qq.com

Abstract

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Studies reported the effects of different types and different levels of abstraction of analogical stimuli on designers. However, specific, single visual analogical stimuli on the effects of designers have not been reported. We define this type of stimuli as specific analogical stimuli. We used the extended linkography method to analyze the facilitating and limiting effects of specific analogical stimuli and free association analogical stimuli (nonspecific analogical stimuli) on the students' creativity at different design levels. The results showed that: (1) Advanced students focused on exploring the depth of the design problem while beginning students tended to explore the breadth of the design problem. (2) Nonspecific analogical stimuli enhanced the creativity of beginning students. However, its impact on advanced students is less pronounced. (3) The specific analogical stimuli attract the students into design fixation. Furthermore, it has a more pronounced effect on advanced students. These results illustrate the differences in the effects of specific analogy stimuli on the students at different design levels. It clarifies the use of analogical stimuli in design and the teaching of analogical design methods in design education.

Keywords

Specific analogical stimuliExtended linkographyCreativityDesign methodsDesign process
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 1273 - 1282
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

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