We present a new spatial skills assessment tool, the Virtual Reality Mental Rotation Assessment. Results suggest that the gamified immersive experience enabled increased levels of engagement and motivation and the instrument was likely not biased in favor or people with past virtual reality (VR) experience. Using VR did not appear to introduce additional problems beyond those present in a traditional spatial test, as moving one's body to change perspective did not correlate with improved performance. Our findings have implications for training and assessing spatial skills in engineering.

This paper investigates PhD student's perceived feeling of project ownership and how it influences their project management. Drawing on psychological ownership (PO) theory and the PO mapping method, this study identifies distinct project ownership paths among students, revealing how project engagement can be improved. The findings demonstrate the importance of carefully considered and timely student-supervisor expectation discussions to help influence project ownership. To this end, the paper offers several routes of ownership that can influence project ownership among PhD students.

In design education, integrating digital tools has revolutionized pedagogical approaches. This study examines the impact of VR HMDs and PC screens on learning ancient Chinese architecture using a virtual tour. Involving 22 students, it assessed simulator sickness, user experience, and spatial awareness. Results show VR had a more positive spatial learning experience but the same learning outcomes. VR enhances presence but increases simulator sickness. The study underscores VR's potential and limitations in ancient Chinese architectural education, suggesting future research directions.

In design education, technical drawing training requires a large amount of resources. The aim of this paper is to propose a concept for an artificial intelligence-based tutoring system that partly automates technical drawing education. The educational needs of the students are defined via an error analysis of 100 corrected drawing exercises and the definition of 3 error clusters with 134 different error types. Three sub-concepts with a collection of training exercises are proposed for the tutoring system to mitigate these errors. The resulting concept is validated by a survey with 29 students.

Design Thinking (DT) is considered an innovative and effective pedagogical approach. To enhance the understanding of instructional strategies used by university DT facilitators, we developed the Design Thinking Facilitation Behaviour List, an instrument that matches strategies with observable behaviours in a DT course. We present the design process and validation of the instrument. Results show the instrument's effectiveness in capturing instructional strategies in a DT course, paving the way for future research and improved teaching practices.

Simulation games (SG) present a learning environment allowing 'what-if' analysis of solutions and decisions that may not be feasible in reality. Positive effects of SG are affected by the context of use, users, and the game design itself. Aim of our research is to investigate to which extent it is possible to represent interdependencies occurring between activities, methods, tools, and roles in real engineering projects by a SG and which prior knowledge is needed for the intended learning outcomes. Our research uses a SG prototype and interviews with industry experts and graduated students.

This paper aims to identify gaps between the reflection frameworks and students’ practice. Through a systematic literature review (PRISMA) and a qualitative survey of students, 12 reflection frameworks were reviewed, and the 13 challenges students faced at design projects in two design schools were identified. The results indicate three gaps between theory and students’ practice: skills of designers, granularities of reflection items, and supports of bridging reflection to next actions. This study provides insights for future development of support tools to bridge the gaps in design education.

Managing knowledge successfully is key for an organization to increase its innovative potential. The InKTI method supports the improvement of knowledge transfers in product and production engineering. To ensure acceptance, applicability, and contribution to success in practice, it is necessary to validate the InKTI method. This paper focuses on evaluating the contribution to success in a Live-Lab study with student engineering teams. Based on the results two consecutive field studies have been conducted to evaluate not only the success but also support, and applicability of the InKTI method.

E-learning materials require a high initial development effort but can then be used by a large number of students with little effort. It therefore seems reasonable to develop and use these across universities. Particularly in the field of Engineering Design Education, standardized principles through norms and guidelines lead to a high degree of transferability. For the development of such e-learning offers, however, the context of application must be identified. As a fundament for the development, this publication analyzes Engineering Design Education in Germany.

The nine-week Sustainability and Social Entrepreneurship Fellowship at the University of Waterloo addressed urban habitation sustainability in London, Ontario, via a multicultural, trans-disciplinary approach. Undergraduate engineering students addressed housing and transportation environmental and social sustainability, guided by expert lectures and fieldwork. The program highlights the importance of diversity in engineering education and the need for structured cultural and educational management. Students proposed engineering solutions to sustainably improve the housing development process.

We need to integrate socioecological issues into our activities. Engineers and designers need to develop competencies in sustainability, but it exists a lack of support in an academic context and for the training of professionals. The aim of this article is to demonstrate that the Doughnut is a support for developing sustainability competencies. In the literature, these competencies are identified and pedagogical experiences on their integration in engineering curricula are reported. We use the doughnut in a workshop as an element of understanding and developing competencies for sustainability.

The aim of this study is to identify: (a) challenges in understanding and using design methods, and (b) features expected in an enhanced repository of design methods, by design students. These are identified through interviews and a survey. The major findings are (a) less (time for) practice leads to weak understanding and challenges in using design methods and (b) students expect to have a method recommendation system based on problem context. The findings from this study will guide in developing a user-centric, enhanced repository of design methods to aid design practice and pedagogy.

The recent Covid-19 pandemic created an unprecedented transition to distributed design team collaboration in education and industry, and with the sudden change in working environments, researchers must consider novel risks introduced to the design process. This research established that student perception of risk differs through personal experience and the impact of risks are greater when working online. Recommendations are made on how these risks could be mitigated further to allow the successful implantation of distributed design through computed-supported environment in education.

This paper discusses the C-K theory approach and developing templates for student's use in design courses, specifically for the conceptual design phase. Examples of C-K templates are reviewed to demonstrate the process leading to a design solution. Analysis of student's work using these templates are presented and discussed with respect to design learning attributes and design innovation during the conceptual design. Student reflections from their final design reports indicated that students did develop knowledge and skills in bio-inspired design, collaboration, and interdisciplinary mindsets.

This paper examines how students' ideas evolve into physical prototypes within a digital fabrication design course. Examining the materials used, customization approaches, iterations, and team dynamics of 26 student projects reveals interplays between ideas, available tools, materials and constraints. Findings show the predominance of techniques, design preferences, concept refinement, and teamwork challenges. The implications highlight the value of hands-on iteration for alignment with reality and the need to support collaboration skills alongside technical prototype development.

Education for Sustainable Development requires raising individuals' awareness of problems relevant to the environment. We designed a Generative Toolkit that supports industrial design students carrying out a Speculative Design task and through this process initiates greater problem awareness of low metal recycling rates. In this paper we give insights into the Toolkit's theoretical derivation and the design process. Findings from testing suggest that there are several opportunities for improvement, such as considering further content-related competencies in the Toolkit's design.

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.

This research examines how sustainable product design education can address the deficit in green talent. It presents a framework for a structured curriculum in product design, with hands-on activities, industry-specific case studies, and best practices in alternative design development. The impact of technologies like additive manufacturing on design is considered. Findings demonstrate that knowledge of technological capabilities, industry specific understanding, and proficiency in analytical tools such as Life Cycle Assessments contribute to sustainable designs mitigating a green talent gap.

This study focuses on the development of a creative model of SDGs education that promotes behavior change in upper secondary schools using an approach that combines design thinking and behavioral science nudge methods. The SDGs education for high school students, which utilized design thinking, was used as a case study. Questionnaire surveys of high school students and teachers who participated in the project were conducted. Based on the survey results, a new education model was proposed that can effectively improve SDGs education at the high school level and support educators in this field.

This paper addresses the underexplored domain of hydraulic energy harvesters (HEH). Through a literature review, existing designs are identified, aiding in the categorisation of energy conversion technologies and fluid-mechanical interfaces. Recognizing a lack of standardized approaches to testing HEH, the paper proposes a re-configurable test platform. The platform, accommodating diverse configurations, operates at high pressures, aligns with existing hydraulic setups, and functions in static or dynamic modes. This tool aims to assist researchers further explore the implementation of HEHs.