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Analysis of collaborative CAD user actions in design sprint: insights from an educational setting

Published online by Cambridge University Press:  16 May 2024

Jelena Šklebar ,
Tomislav Martinec ,
Stanko Škec  and
Mario Štorga
Jelena Šklebar*
Affiliation:
University of Zagreb Faculty of Mechanical Engineering and Naval Architecture, Croatia
Tomislav Martinec
Affiliation:
University of Zagreb Faculty of Mechanical Engineering and Naval Architecture, Croatia
Stanko Škec
Affiliation:
University of Zagreb Faculty of Mechanical Engineering and Naval Architecture, Croatia
Mario Štorga
Affiliation:
University of Zagreb Faculty of Mechanical Engineering and Naval Architecture, Croatia
*
jelena.sklebar@fsb.hr

Abstract

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Design sprints complement traditional teaching methods, especially in project-based learning courses. While this approach can potentially change Computer-Aided Design (CAD) usage, it is still underexplored. Therefore, this study explores the influence of design sprints on embodiment-focused CAD activities in project-based learning by examining differences in patterns of CAD user actions, focusing on design space and action types. The case involves two higher-graded and two lower-graded student design teams monitored with a non-invasive method across a two-day design sprint event.

Keywords

computer-aided design (CAD)collaborative designCAD usage analysisdesign sprintproject-based learning

Information

Type
Design Education
Information
Proceedings of the Design Society , Volume 4: DESIGN 2024 , May 2024 , pp. 2963 - 2972
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2024.

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