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16 JULY 2011

How and When Prototyping Practices Affect Design Performance

"How does the structure of prototyping practice affect learning, motivation, and performance? In this talk, I will describe research on iteration and comparison, two key principles for discovering contextual design variables and their interrelationships. We found that, even under tight time constraints when the common intuition is to stop iterating and start refining, iterative prototyping helps designers learn. Our results also demonstrate that creating and receiving feedback on multiple prototypes in parallel – as opposed to serially – leads to more divergent concepts, more explicit comparison, less investment in a single concept, and better overall design performance. This talk highlights relevant research in cognitive and social psychology and shares the results of our preliminary design studies."

(Steven Dow, 19 November 2009, Google Tech Talk)

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TAGS

applied researchcognitive psychology • common intuition • conceptualisation • contextual design • creative problem solvingd.school • Dan Schwartz • design performance • design studiesdesign thinkingdesignersdivergent conceptseggenquiryexperimentation • functional fixedness • Georgia Institute of Technology • GoogleTechTalk • HCIhuman-centred computinghuman-computer interactionhypothesisindustrial engineeringintuitioniteration • iteration and feedback • iterative designiterative prototyping • Karl Duncker • learning • parallel prototyping • problem solving researchproblem-solvingprototyping • prototyping practices • psychologyreal-world design • refinement • Scott Klemmerserial prototypingsocial psychologyStanford University • Steven Dow • theory buildingUniversity of Iowa

CONTRIBUTOR

Simon Perkins
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