Abstract
This study verified whether the students who received multidisciplinary education can be considered to have attained more creative problem-solving abilities than the students who majored only in design, based on their completion of a project after teaming with students from various other departments. When it is heterogeneous and in the in-depth discussion stage, the EMT (heterogeneous teams, including multidisciplinary design major) produced more creative output than the EDT (heterogeneous team, including design-only major) as a result of an experiment. Therefore we compared the creative process of the EDT and the EMT in the in-depth discussion stage of the heterogeneous groups by the conversation analysis. In the problem-solving approach, the EMT focused more on context and the multidisciplinary students considering much more diverse aspects of design content. Analysis of the group activity process showed that the EMT and multidisciplinary students actively engaged in idea generation and review & summary. As such, this study was able to confirm that students who received multidisciplinary design education, when they form a team with various other majors to do a project and in the in-depth discussion stage, show differences in creative process to solve problems and more creative output than students majoring in design only.
Keywords
group creativity, multidisciplinary design education, design process
DOI
https://doi.org/10.21606/learnxdesign.2013.080
Citation
Kwon, D.E.,and Jang, S.H.(2013) An effect of multidisciplinary design education: creative problem solving in collaborative design process, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.080
Creative Commons License
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Included in
An effect of multidisciplinary design education: creative problem solving in collaborative design process
This study verified whether the students who received multidisciplinary education can be considered to have attained more creative problem-solving abilities than the students who majored only in design, based on their completion of a project after teaming with students from various other departments. When it is heterogeneous and in the in-depth discussion stage, the EMT (heterogeneous teams, including multidisciplinary design major) produced more creative output than the EDT (heterogeneous team, including design-only major) as a result of an experiment. Therefore we compared the creative process of the EDT and the EMT in the in-depth discussion stage of the heterogeneous groups by the conversation analysis. In the problem-solving approach, the EMT focused more on context and the multidisciplinary students considering much more diverse aspects of design content. Analysis of the group activity process showed that the EMT and multidisciplinary students actively engaged in idea generation and review & summary. As such, this study was able to confirm that students who received multidisciplinary design education, when they form a team with various other majors to do a project and in the in-depth discussion stage, show differences in creative process to solve problems and more creative output than students majoring in design only.