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In addition to traditional methods in product development, the increasing availability of two new technologies, namely additive manufacturing AM (e.g. 3D-printing) and reverse engineering RE by means of 3D-scanning, offer new opportunities in product development processes today. However, to date only very few approaches exist those include these new technologies systematically in the education of students in the field of product development. This paper explores several ways in which AM and RE can productively be used in education. New to this approach is, on the one hand, that the students assemble and install the 3Dprinters themselves, and on the other hand, that they are introduced to an approach that combines 3D-scanning followed by 3D-printing. In different case studies is demonstrated that students in design education are able to autonomously research and realize technical possibilities and limitations of these technologies, as well as economic parameters and constraints.
In addition to traditional methods in product development, the increasing availability of additive manufacturing AM technologies offer new opportunities in product development processes today. This contribution explores several ways in which AM can productively be used in education. New to this approach is amongst others that the students assemble and install the 3D-printers themselves. In two case studies is demonstrated how students in design education are able to autonomously research and realize technical possibilities and limitations of AM technologies, as well as economic constraints.
In addition to traditional methods in product development, the increasing availability of two new 3D digital technologies, namely digital manufacturing (3D-printing) and digitizing of surfaces (3D-scanning), offer new opportunities in product development processes today. With regard to the systematic implementation of these technologies in the education of students in the field of product development, however, only a small number of approaches exist so far. This paper explores several ways in which 3D digital technologies can productively be used in design education. The innovative aspects here include that the students assemble and install the 3D-printers themselves, and that they are introduced to an approach that combines 3D-scanning followed by 3D-printing.
Additive manufacturing (AM), or 3D printing (3DP), has increasingly become more wide-spread and applied to a great degree over the past years. Along with that, the necessity for training courses which impart the required knowledge for product development with 3D printing rises. This article will introduce a “Rapid Prototyping” workshop which should convey to students the technical and creative knowledge for product development in using additive manufacturing. In this workshop, various 3D printers are initially installed and put into operation for the construction of self-assembly kits during the introduced training course. Afterwards, the students use databanks to select and download suitable components for the 3D print on the basis of criteria. Lastly, the students develop several assembly kits independently and establish design guidelines based on their experience. The students likewise learn to estimate and evaluate economic boundaries such as, e.g. costs and delivery times. For a start, it is a new approach to be using various assembly kits. These are up to date with current technology and dispose of features such as, e.g., additional nozzles for support material and heated building platforms. Moreover, a comprehensive evaluation of the training success will be conducted. The students’ level of knowledge in various areas will also be determined and compared with surveys taken before and after the conducting of the workshops. Additionally, cost and delivery time estimates and knowledge of databanks will be determined through concrete questioning.
Co-Designing Assistive Tools to Support Social Interactions by Individuals Living with Deafblindness
(2020)
Deafblindness is a dual sensory impairment that affects many aspects of life, including mobility, access to information, communication, and social interactions. Furthermore, individuals living with deafblindness are under a high risk of social isolation. Therefore, we identified opportunities for applying assistive tools to support social interactions through co-ideation activities with members of the deafblind community. This work presents our co-design approach, lessons learned and directions for designing meaningful assistive tools for dual sensory loss.
Gamification is increasingly successful in the field of education and health. However, beyond call-centers and applications in human resources, its utilization within companies remains limited. In this paper, we examine the acceptance of gamification in a large company (with over 17,000 employees) across three generations, namely X, Y, and Z. Furthermore, we investigate which gamification elements are suited for business contexts, such as the dissemination of company principles and facts, or the organization of work tasks. To this end, we conducted focus group discussions, developed the prototype of a gamified company app, and performed a large-scale evaluation with 367 company employees. The results reveal statistically significant intergenerational disparities in the acceptance of gamification: younger employees, especially those belonging to Generation Z, enjoy gamification more than older employees and are most likely to engage with a gamified app in the workplace. The results further show a nuanced range of preferences regarding gamification elements: avatars are popular among all generations, badges are predominantly appreciated by Generations Z and Y, while leaderboards are solely liked by Generation Z. Drawing upon these insights, we provide recommendations for future gamification projects within business contexts. We hope that the results of our study regarding the preferences of the gamification elements and understanding generational differences in acceptance and usage of gamification will help to create more engaging and effective apps, especially within the corporate landscape.
Socially assistive robots (SARs) are becoming more prevalent in everyday life, emphasizing the need to make them socially acceptable and aligned with users' expectations. Robots' appearance impacts users' behaviors and attitudes towards them. Therefore, product designers choose visual qualities to give the robot a character and to imply its functionality and personality. In this work, we sought to investigate the effect of cultural differences on Israeli and German designers' perceptions of SARs' roles and appearance in four different contexts: a service robot for an assisted living/retirement residence facility, a medical assistant robot for a hospital environment, a COVID-19 officer robot, and a personal assistant robot for domestic use. The key insight is that although Israeli and German designers share similar perceptions of visual qualities for most of the robotics roles, we found differences in the perception of the COVID-19 officer robot's role and, by that, its most suitable visual design. This work indicates that context and culture play a role in users' perceptions and expectations; therefore, they should be taken into account when designing new SARs for diverse contexts.