Using linkography to understand the thinking differences of designers between engineering and art backgrounds in the early stages of the design process

In China, industrial designers are usually educated with engineering background while product designers are educated with art background. Despite these educational differences, both of them are adept at tackling design-related issues. However, different educational backgrounds can affect the idea ge...

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Vydáno v:Journal of engineering design Ročník 35; číslo 8; s. 996 - 1022
Hlavní autoři: Zeng, Dong, Long, Ya-xin, Miao, Jing-jing, Bao, Guang-yi
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Taylor & Francis 02.08.2024
Taylor & Francis Ltd
Témata:
Design
Design education
design process
design thinking
Designers
Education
linkography
Product design
ISSN:0954-4828, 1466-1837
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Shrnutí:In China, industrial designers are usually educated with engineering background while product designers are educated with art background. Despite these educational differences, both of them are adept at tackling design-related issues. However, different educational backgrounds can affect the idea generation, especially in the early stages of the design progress. This study investigates the thinking processes of designers between engineering and art backgrounds in the early stages of the design process. Designers are encouraged to express ideas verbally or by sketching, and linkography was used to visually depict the designer's thinking process. Subsequently, with the help of vertical transformation value and the chunk, the features in the thinking of the two types of designers are explored, including: 1) In most cases, the vertical transformation value of the product designer is higher than that of industrial designer, which indicates that product designer is better at the reflection in design. 2) The chunk patterns in the linkographs show that industrial designers prefer to decompose tasks into sub-tasks and solve them individually, while product design participants tend to solve problems as a whole from a global view. These findings can enlighten the future research directions for design education and design organizations in multidisciplinary backgrounds.
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ISSN:0954-4828
1466-1837
DOI:10.1080/09544828.2024.2355752