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A framework to design for meaning : insights on use, practicality and added value within a project-based learning context

Davy Parmentier (UGent) , Bram Van Acker (UGent) , Jelle Saldien (UGent) and Jan Detand (UGent)
(2021) INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION. 31(4). p.815-838
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Abstract
Desired affordances and appropriate product semantics are important when considering products that are easy to use and easy to understand. Despite affordances and product semantics being taught in some design educations, many designers in industry do not explicitly consider affordances nor product semantics during the design process. This is partly due to the lack of a framework that supports the considerations for affordances and product semantics during the design process. As a consequence, many designers rely on their own intuition, and this can be problematic. To avoid the potential negative effects of relying on intuition, we designed a framework to support the designer in explicitly considering affordances and applying product semantics during product design. This framework was used by undergraduate students in product design engineering during a 12-week product design assignment. In this paper we present the framework, examples of how it was used and how it was evaluated by the students. We finally discuss the findings within the context of design for meaning and project-based learning.
Keywords
General Engineering, Education: Product design, Design education, Project-based learning, Affordance, Product semantics, AFFORDANCES

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Citation

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MLA
Parmentier, Davy, et al. “A Framework to Design for Meaning : Insights on Use, Practicality and Added Value within a Project-Based Learning Context.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, vol. 31, no. 4, 2021, pp. 815–38, doi:10.1007/s10798-020-09575-0.
APA
Parmentier, D., Van Acker, B., Saldien, J., & Detand, J. (2021). A framework to design for meaning : insights on use, practicality and added value within a project-based learning context. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, 31(4), 815–838. https://doi.org/10.1007/s10798-020-09575-0
Chicago author-date
Parmentier, Davy, Bram Van Acker, Jelle Saldien, and Jan Detand. 2021. “A Framework to Design for Meaning : Insights on Use, Practicality and Added Value within a Project-Based Learning Context.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 31 (4): 815–38. https://doi.org/10.1007/s10798-020-09575-0.
Chicago author-date (all authors)
Parmentier, Davy, Bram Van Acker, Jelle Saldien, and Jan Detand. 2021. “A Framework to Design for Meaning : Insights on Use, Practicality and Added Value within a Project-Based Learning Context.” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 31 (4): 815–838. doi:10.1007/s10798-020-09575-0.
Vancouver
1.
Parmentier D, Van Acker B, Saldien J, Detand J. A framework to design for meaning : insights on use, practicality and added value within a project-based learning context. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION. 2021;31(4):815–38.
IEEE
[1]
D. Parmentier, B. Van Acker, J. Saldien, and J. Detand, “A framework to design for meaning : insights on use, practicality and added value within a project-based learning context,” INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, vol. 31, no. 4, pp. 815–838, 2021.
@article{8653687,
  abstract     = {{Desired affordances and appropriate product semantics are important when considering products that are easy to use and easy to understand. Despite affordances and product semantics being taught in some design educations, many designers in industry do not explicitly consider affordances nor product semantics during the design process. This is partly due to the lack of a framework that supports the considerations for affordances and product semantics during the design process. As a consequence, many designers rely on their own intuition, and this can be problematic. To avoid the potential negative effects of relying on intuition, we designed a framework to support the designer in explicitly considering affordances and applying product semantics during product design. This framework was used by undergraduate students in product design engineering during a 12-week product design assignment. In this paper we present the framework, examples of how it was used and how it was evaluated by the students. We finally discuss the findings within the context of design for meaning and project-based learning.}},
  author       = {{Parmentier, Davy and Van Acker, Bram and Saldien, Jelle and Detand, Jan}},
  issn         = {{0957-7572}},
  journal      = {{INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION}},
  keywords     = {{General Engineering,Education: Product design,Design education,Project-based learning,Affordance,Product semantics,AFFORDANCES}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{815--838}},
  title        = {{A framework to design for meaning : insights on use, practicality and added value within a project-based learning context}},
  url          = {{http://dx.doi.org/10.1007/s10798-020-09575-0}},
  volume       = {{31}},
  year         = {{2021}},
}
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