The Use of Contextual Discovery in Human Factor Design Education
Human factor (HF) has always been an essential toolkit to be effectively introduced and demonstrated in design education; hence an integrative and interactive framework of learning through contextual discovery was introduced. This paper reports the results of a case study where a group of undergraduate design industrial students who studied HF by following the steps of this new framework -to identify the occurrence of unexplained facts based on everyday phenomenon and to apply such experiences used as a starting point to inform what can be improved through design and HF, the relationship between people and environments, associated perceived problems and personal reservations. The findings from the analysis supported the validity of the original hypotheses. It identified key insights of how design students thought of the framework. By learning HF concepts through this framework, it may better strengthen the steps of critical thinking, creative processes, reflection, and evaluation in the design process. The framework provides tasks and opportunities that explicitly encourage reflection and application to real-life situations embedded in complex and evolving design issues.
Lishan Xue Ching Chiuan Yen
Industrial Design, National University of Singapore
国际会议
The 4th International Conference on Mechanical Engineering and Mechanics(第四届国际机械工程与力学会议)
苏州
英文
1011-1018
2011-08-11（万方平台首次上网日期，不代表论文的发表时间）