Understanding the role of generative design in undergraduate students' design thinking

Barnaby-Brown, Alexandra Danielle

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https://hdl.handle.net/2142/117654 Copy

Description

Title

Understanding the role of generative design in undergraduate students' design thinking

Author(s)

Barnaby-Brown, Alexandra Danielle

Issue Date

2022-12-08

Director of Research (if dissertation) or Advisor (if thesis)

Goldstein, Molly H

Department of Study

Industrial&Enterprise Sys Eng

Discipline

Systems & Entrepreneurial Engr

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Generative Design
• Cad
• Design Education
• Engineering Education

Language

eng

Abstract

Background: Computer-aided design (CAD) is a standard design tool used in engineering practice and by students. CAD has become increasingly analytic and inventive in incorporating AI approaches to design with generative design to help expand designers’ divergent thinking. However, because generative design technologies are new, we know very little about generative design thinking in students. Purpose: The purpose of this research is threefold: explore how students engage in the design process when using generative design software, understand the relationship between students’ divergent and convergent thinking abilities, and investigate in what ways students’ divergent and convergent abilities are related to their generative design understanding. Design: This study was set in an introductory graphics and design course where student designers used Fusion 360. Data collected included a generative design CAD module and both divergent and convergent psychological tests. Results: The results suggest that students approach generative design decision-making similarly to how beginning designers approach standard decision-making and that students’ divergent and convergent thinking is not related to their generative design thinking. Conclusions: This study shows that new computational tools might present the same challenges to beginning designers as conventional tools. Instructors should be aware of informed design practices, should continue to encourage students to grow into informed designers by educating them on design practices without technology and, by introducing them to new technology such as AI-driven generative design.

Graduation Semester

2022-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/117654

Copyright and License Information

Copyright 2022 Alexandra Barnaby-Brown

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