A Cross-Disciplinary Workshop on 3D Modelling: Students’ Design Concepts in the Bottle form Design Task

Abstract

3D modelling and rapid prototyping skills have become an essential technique in design education and cross-disciplinary educational settings provide opportunities for students to develop design expertise on 3D modelling. In the present study, we focused on 3D modelling in product design context, and we analysed what kind of design concepts emerge in students work when they are taught 3D modelling in a cross-disciplinary setting. This study aims to provide design educators new insights into novices' design practices in cross-discipline design education. The research employed qualitative case-study approach to analyse textual and visual representations (i.e., concept maps, sketches, 3D models, and reflective reports) to explore the students' design concepts. The cross-disciplinary setting consisted of graphic design, interior design, and product design students who were given a product form design task. All students succeeded in creating description-based concepts that met the problem requirements. However, principle-based concepts emerged only in product design students' processes. We argue that these kinds of principle-based concepts are related to the product's structure and functionality, when engaged students can apply product design domain-specific knowledge. In conclusion, this kind of design task has benefits to individual learning and developing usable and aesthetically appealing products. However, there is a clear need for studies that develop workshops and tasks where students can participate in collaborative multi-disciplinary projects.