Abstract
Creative problem solving (CPS) emerged as a critical soft skill for students, yet the evaluation and effectiveness of the CPS methods is not fully understood. This study examined the ideation effectiveness of junior design students. Students are asked to ideate for a complex challenge, a 1000-floor elevator in two phases, with a morphological analysis (MA) method introduced to them as an intervention after the first phase. This study evaluated the effectiveness of the MA method in the students’ ideation process and their creative thinking by using four measures of novelty, quality, quantity, and variety using the quantitative and qualitative methods. The result of this study supports the positive impact of MA method in CPS process. Similar challenges to the 1000-floor challenge are recommended for the early sessions of design thinking courses to inform educators about students’ creativity performance. Further, the quantitative assessment method of this study may be applied to assess the other CPS methods in design thinking courses.
Keywords
creative problem solving, morphological thinking, ideation effectiveness assessment, design thinking
DOI
https://doi.org/10.21606/drs_lxd2021.09.270
Citation
Eftekhari, F., Jahanbakht, M.,and Sharbafi, F.(2021) Assessment of ideation effectiveness in design thinking: The impact of morphological analysis in the process of creative problem solving, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.09.270
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Assessment of ideation effectiveness in design thinking: The impact of morphological analysis in the process of creative problem solving
Creative problem solving (CPS) emerged as a critical soft skill for students, yet the evaluation and effectiveness of the CPS methods is not fully understood. This study examined the ideation effectiveness of junior design students. Students are asked to ideate for a complex challenge, a 1000-floor elevator in two phases, with a morphological analysis (MA) method introduced to them as an intervention after the first phase. This study evaluated the effectiveness of the MA method in the students’ ideation process and their creative thinking by using four measures of novelty, quality, quantity, and variety using the quantitative and qualitative methods. The result of this study supports the positive impact of MA method in CPS process. Similar challenges to the 1000-floor challenge are recommended for the early sessions of design thinking courses to inform educators about students’ creativity performance. Further, the quantitative assessment method of this study may be applied to assess the other CPS methods in design thinking courses.