This work reports on a case study in which we followed the design processes of eight student design teams enrolled in a semester-long upper-level design course involving a new ideation tool, “Design Heuristics.” We observed how students...
moreThis work reports on a case study in which we followed the design processes of eight student
design teams enrolled in a semester-long upper-level design course involving a new ideation
tool, “Design Heuristics.” We observed how students formulated concepts and implemented
ideas using the Design Heuristics tool in their ongoing projects. Our analysis revealed that all
teams carried their heuristic-inspired concepts to their latter stage designs, with seven teams
carrying their heuristic-inspired concepts to their final designs and prototypes. As all eight teams
studied were working on different design problems, our findings demonstrate the utility and
practicality of Design Heuristics across various design contexts. In addition, we found patterns in
the design teams’ general approaches to the design process, including synthesis, transformation,
and abstraction. Seven of the eight teams showed some evidence of concept synthesis in their
design processes, but often struggled in synthesizing multiple concepts together. Additionally, all
teams seemed to directly transfer their ideas, concepts, or prototypes from one phase of the
design process to another without abstraction (the use of a heuristic in an unanticipated way as a
prompt to think of something new), while only three teams showed evidence of abstract
transformation to develop their ideas across design process phases (such as from an early design
phase to a later one). Our findings provide pedagogical recommendations for using the Design
Heuristics tool in design classes and suggest opportunities for further research related to concept
generation, development, and synthesis throughout the design process.