Browsing by Author "Oygur, Isil"

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Citation Count: 0
Creative Problem-Solving Assessment and Product Design Education
(Institution of Engineering Designers, The Design Society, 2018) DiMli Oraklibel, Renk; Ülkebaş, Selen Devrim; Oygur, Isil
This study reports findings from the administration of Creative Engineering Design Assessment (CEDA) to product design. The aim is to assess the applicability of CEDA in this discipline for the analysis of students’ level of creative problem-solving (CPS) abilities throughout the years of product design education. CEDA measures CPS in four dimensions; i.e., originality, usefulness, flexibility and fluency. 225 students studying at three universities from Istanbul, Turkey completed CEDA on a voluntary basis. The analysis of the data indicates statistically significant differences between 3rd and 4th (on originality), 1st and 3rd (on usefulness), 2nd and 4th (on originality and usefulness), and 1st and 4th (on all dimensions) year students’ CEDA scores. Originality aspect of creativity seems to develop more as the students get into their final year, whereas the usefulness develops starting from the second year. While CEDA was useful as a tool to discuss our studio pedagogies, our experience in applying it in the context of product design illustrates the need to revise the instrument according to the nature of this discipline.
Citation Count: 1
Students’ Product Perception: a Cross-Sectional Analysis
(Institution of Engineering Designers The Design Society, 2018) Oygur, Isil; Ülkebaş, Selen Devrim
This paper reports a study that was conducted to analyze the differences in product design students’ perception of products. While product perception is reported as one of the competencies of product design students our knowledge on the development of this competence via design education is limited. In order to address this gap students studying at different levels of design education at a 4-year product design programme were asked to participate in a keyword assignment study. Students were distributed a pen to analyze and asked to assign keywords that they associate to this product. The analysis of the keyword preferences across years indicates an increase in the use of keywords related to instrumental function of products. While students prefer using fact/description based keywords in the early years of design education they rely more on opinion-based keywords in the later years. Most of these opinion-based keywords are associated with the instrumental dimension. Thus the data from this case indicates more focus on instrumentality in the contemporary product design education. © 2018 Institution of Engineering Designers The Design Society. All Rights Reserved.