دانلود مقاله ISI انگلیسی شماره 74213
عنوان فارسی مقاله

اثرات اتخاذ روش طراحی محصول پویای نوآورانه بر عملکرد سبک های مختلف یادگیری دانش آموزان

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
74213 2015 14 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
The effects of adopting the innovative dynamic product design method on the performance of students of different learning styles
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Thinking Skills and Creativity, Volume 17, September 2015, Pages 88–101

کلمات کلیدی
روش طراحی؛ محصول نوآورانه؛ سبک های یادگیری؛ طراحی کاربرمحور
پیش نمایش مقاله
پیش نمایش مقاله اثرات اتخاذ روش طراحی محصول پویای نوآورانه بر عملکرد سبک های مختلف یادگیری دانش آموزان

چکیده انگلیسی

The innovative dynamic product design (IDPD) method has been proposed and proven to be effective in diversifying how designers think. To further understand the influence of learning styles on the applications of the IDPD method, this study recruited student designers to actually employ this method in designing products, and the effects of the method on the performance of the students with different learning styles were analysed. This study contains three stages. In the first stage, we divided the 16 industrial design students into 4 groups according to Kolb's learning style inventory, and every group was required to attend a product development workshop and apply the IDPD method. In the second stage, we conducted a questionnaire survey on the users who had used the products of the students and evaluated the performance of the student groups. In the third stage, the students evaluated and provided feedback regarding the IDPD method. The research results showed that the products yielded significantly different user evaluations based on student learning style: the accommodators garnered the highest score, followed by the assimilators, divergers, and convergers. The information processing method of accommodators and convergers were identically active experimentation. However, the difference in information perceptions of these two types of learners resulted in considerable difference in evaluations on design works. User evaluations on works by divergers and assimilators had little difference, which indicated that regardless of the methods to receive information the reflective observation information processing method did not pose extreme evaluations on student performance.

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