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User consultation during the fuzzy front end: evaluating student’s design outcomes

Peter Conradie (UGent) , Lieven De Marez (UGent) and Jelle Saldien (UGent)
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Abstract
In this paper we evaluate the involvement of a partially blind user as lead user in the early stages of a product redesign during an undergraduate product design-engineering course. Throughout the early stages of product design, or fuzzy front end, there is a high level of uncertainty. End users, with their increased contextual knowledge can play an important role in this process, improving decision-making. Yet limited research has thus far been done on user types for involvement and concept generation efficiency. To study whether end user involvement will impact results, a group of students were given consults from a partially blind end user. Using a panel of four judges, we evaluate the results. We find no significant differences in the feasibility, user value or originality of the concepts created by students who received a user consult. We discuss these findings within the context of user involvement in design engineering education.
Keywords
User involvement, Design education, Disabled lead users, Lead users

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MLA
Conradie, Peter, et al. “User Consultation during the Fuzzy Front End: Evaluating Student’s Design Outcomes.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, vol. 27, no. 4, 2017, pp. 563–75, doi:10.1007/s10798-016-9361-4.
APA
Conradie, P., De Marez, L., & Saldien, J. (2017). User consultation during the fuzzy front end: evaluating student’s design outcomes. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, 27(4), 563–575. https://doi.org/10.1007/s10798-016-9361-4
Chicago author-date
Conradie, Peter, Lieven De Marez, and Jelle Saldien. 2017. “User Consultation during the Fuzzy Front End: Evaluating Student’s Design Outcomes.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 27 (4): 563–75. https://doi.org/10.1007/s10798-016-9361-4.
Chicago author-date (all authors)
Conradie, Peter, Lieven De Marez, and Jelle Saldien. 2017. “User Consultation during the Fuzzy Front End: Evaluating Student’s Design Outcomes.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 27 (4): 563–575. doi:10.1007/s10798-016-9361-4.
Vancouver
1.
Conradie P, De Marez L, Saldien J. User consultation during the fuzzy front end: evaluating student’s design outcomes. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION. 2017;27(4):563–75.
IEEE
[1]
P. Conradie, L. De Marez, and J. Saldien, “User consultation during the fuzzy front end: evaluating student’s design outcomes,” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, vol. 27, no. 4, pp. 563–575, 2017.
@article{7136170,
  abstract     = {{In this paper we evaluate the involvement of a partially blind user as lead user in the early stages of a product redesign during an undergraduate product design-engineering course. Throughout the early stages of product design, or fuzzy front end, there is a high level of uncertainty. End users, with their increased contextual knowledge can play an important role in this process, improving decision-making. Yet limited research has thus far been done on user types for involvement and concept generation efficiency. To study whether end user involvement will impact results, a group of students were given consults from a partially blind end user. Using a panel of four judges, we evaluate the results. We find no significant differences in the feasibility, user value or originality of the concepts created by students who received a user consult. We discuss these findings within the context of user involvement in design engineering education.}},
  author       = {{Conradie, Peter and De Marez, Lieven and Saldien, Jelle}},
  issn         = {{0957-7572}},
  journal      = {{INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION}},
  keywords     = {{User involvement,Design education,Disabled lead users,Lead users}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{563--575}},
  title        = {{User consultation during the fuzzy front end: evaluating student’s design outcomes}},
  url          = {{http://dx.doi.org/10.1007/s10798-016-9361-4}},
  volume       = {{27}},
  year         = {{2017}},
}

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