Document Type : Scientific - Research

Authors

1 Faculty Member, Industrial Design Department, Art and Architecture Faculty, Bu-Ali Sina University, Hamadan, Iran.

2 University of Tehran, Faculty of Fine Arts, Department of Industrial Design

3 Master of Industrial Design Student, Alzahra University, Tehran, Iran

Abstract

In today’s world of design, creativity is an indispensable skill for designers and part of the educational process of industrial design students. One of the challenges in design education is to understand the concept of creativity for students and to guide them in using various approaches as an effective tool in design. The purpose of this study was to evaluate the quantitative and qualitative efficacy of using creative TRIZ method by industrial design students in product design based on 40 creative principles, its parameters and contradiction matrix. It is hypothesized that contrary to popular belief that most people feel that innovation is based on emotion and instinct, the main hypothesis in using this method is that creativity can be taught. To address this hypothesis, 20 undergraduate industrial design students at 6th semesters, were selected in the course of Creativity Project. They were asked to conceptualize and redesign their selected products based on 40 creativity principles and TRIZ Contradiction Matrix. The results show that applying the TRIZ method had a positive effect on students’ ability to analyze the product design process, leading to exact understanding of the problem, generating newer solutions, and enhancing creativity in ideation. Based on the obtained results, teaching this method and its practical application in the product design process is recommended. In this method, using the paper pen method in recording ideas made it possible to understand and make the method more effective.Keywords: Personal knowledge management, employability, students, engineering education, academi achivement.

Keywords

Altshuler, Gonrich, Scholiac, Lef (2016), 40 principles of the Triz for innovation, Mahmoud Keshavarz and Nona Mirkhani, Rasa Publications, Tehran.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO, USA: Westview Press.
Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16, 113–117. doi:10.1207/s15326934crj1601 11
Bertoncelli, T. Mayer, O. Lynass,M.(2016).Creativity, learning techniques and TRIZ.39,191-196.
Boyd, B. (2009). Caught in the headlights: Seeking permission to be creative within the Scottish education system, fostering creativity in learning in Scotland.From: www.opencreativity.open.a c.uk/assets/pdf/strathclyde/Caught%20in%20the%20headlights
Chang, Y. S., Chien, Y.H.(2016). Effect of TRIZ on the creativity of engineering students. Thinking Skills and Creativity, 19, 112-122.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Perennial.
Dickhut, J. (2003). A brief review of creativity.from www.personalityresearch.org/papers/dickhut.html
Dumas, D. Patricia, A.(2016). Predicting creative problem solving in engineering design. Thinking Skills and Creativity,21,50-66.
Ekmekci, I. Elifnebati, E.(2019).Triz Methodology and Applications. Procedia Computer Science.158, 303-315.
Farid, F., El-Sharkawy, A. R., and Austin, L. K. (1993) “Managing for creativity and innovation in A/E/C organizations,” Journal of Management in Engineering, 9(4), 399-409.
Ghadiri, Zeinab (2014), Applying the Triz Principle and Facilitating Creative Problem-Solving Thinking, First International Conference on Psychology and Behavioral Sciences, Tehran, Mehr Ishraq Conference Institute, Tehran University Conference Center.
Guner, S. Kose, I.(2020). A new approach that proposes TRIZ az a creative problem solving technique in health services. Research Journal of Business and Management.2,7,67-79.
Ilevbare, I. M., Probert, D., & Phaal, R. (2013). A review of TRIZ, and its benefits and challenges in
practice. Technovation, 33(2-3), 30-37
Isaksen, S. G., & Treffinger, D. J. (2004). Celebrating 50 Years of Reflective Practice: Versions of Creative Problem Solving. Journal of Creative Behavior, 38, 75–101.
Huang, S. C., & Phu, H. M. (2013). Application of TRIZ principles for design and manufacturing of coconut cutting machine. Applied Mechanics and Materials, 284, 613–616
Kaufman, J. C., Pumaccahua, T. T., & Holt, R. (2013). Personality and creativity in realistic, investigative, artistic, social, and enterprising college majors. Personality and Individual Differences, 54, 913–917
Keller, C. J., Lavish, L. A., & Brown, C. (2007). Creative styles and gender roles in undergraduate’s students. Creativity Research Journal, 19, 273–280
McEntire ,Kelly, Improving innovation through TRIZ to the microgravity project managers work group/from https://www.slideserve.com/rance/engineering-development-division
Oral, G. (2006). Creativity of Turkish prospective teachers. Creativity Research Journal, 18, 65-73. doi:10.1207/s15326934crj1801_8.
Osborn, Alex (1953). Applied imagination: Principles and procedures of creative problem-solving, New York: Charles Scribner’s Sons. ISBN 978-0023895203.
Parkhurst, H. (1999). Confusion, lack of consensus, and the definition of creativity as a construct. Journal of Creative Behavior, 33, 1-21
Pirola-Merlo, A., & Mann, L. (2004). The relationship between individual creativity and team creativity: Aggregating across people and time. Journal of Organizational behavior, 25(2), 235-257.
Russo, D., Rizzi, C., & Montelisciani, G. (2014). Inventive guidelines for a TRIZ-based eco-design matrix. Journal of Cleaner Production, 76, 95-105.
Samira, B.-B., Buisine, S., Vandendriessche, C., Glaveanu, V., & Lubart, T. (2017). Engineering students’ use of creativity and development tools in conceptual product design: what,when and how? Thinking Skills and Creativity,24, 104-117.
Sawyer, R. K. (2006). Explaining creativity: The science of human innovation. New York: Oxford University Press
Sinlarat, P. (2002). Needs to enhance creativity and productivity in teacher education throughout Asia. Asia Pacific Education Review, 3, 139-143.
Souchkov, V. (2018) TRIZ: Theory of Solving Inventive Problems to support engineering innovation in maritime industry. Zeszyty Naukowe Akademii Morskiej. 127,9-19.
Sternberg, R. J., & O’Hara, L. A. (1999). Creativity and Intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251–272). New York: Cambridge..
Tanninen, K., Jantunen, A., & Saksa, J. M. (2008). Adoption of administrative innovation within organization—an empirical study of TQM metamorphosis. International Journal of Innovation and Technology Management, 5(03), 321-340.
Torrance, E. P. (1963) Creativity, National Education Association. Washington, D.C.
Ulwick, A. W. (2002). Turn customer input into innovation. Harvard Business Review, 80(1), 91-98.
Walberg, H. (1988). Creativity and talent as learning. In: R. Sternberg, (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 340-361). Cambridge: Cambridge University Press
Ward, T. B., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 189–212). New York: Cambridge University Press
Wolfe, R. (1994), Organizational innovation: Review, critique and suggested research directions, Journal of Management Studies, 31, pp. 405-431.