DESIGN EDUCATION: LEARNING DESIGN METHODOLOGY TO ENRICH PROJECT EXPERIENCE

Abstract

Project-based design method is widely used in engineering design education. However, it is time-consuming to develop design thinking skills through projects. This paper proposes that learning methodology and projects will significantly improve students’ learning experience and outcomes. The TASKS framework is used to analyze the pros and cons of three different learning methods: methodology-based learning, project-based learning, and methodology-driven project practice. According to the TASKS framework, perceived Task workload and mental capacity (including Affect, Skills, and Knowledge) affect mental Stress. Mental stress has an inverse U-shaped curve relationship with mental effort. Since the mental capability can be assumed constant for a short period, human performance in a task is related to the mental effort that can be put into the task. Methodology-based learning method requires students to be comfortable using an abstract methodology, which is often not the case. On the other hand, while project-based learning can engage students effectively, a high number of projects are needed to equip students with the necessary design thinking skills. The methodology-driven project practice would integrate the advantages of both previous methods. This paper conducted a detailed analysis of the three learning methods using the TASKS framework.