Introduction
Literature review
Creative thinking in design
Feedback in design education
Non-constructive feedback dialogues
Resistance towards design feedback
Stimulating convergent and divergent thoughts
Research design
Participants
Case A | Case B | |
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Education type | Montessori | Dalton |
Participants | School class of 27 children (age 8–12), 7 design teams total, of which 4 selected for in-depth analysis | School class of 27 children (age 9–11), 7 design teams total, of which 4 selected for in-depth analysis |
Design theme | Outdoor education: Design something that enables regular indoor classes (calculus, language, geography, etc.) to be taught outdoors | Long-term hospitalized children’s wellbeing: Designing something for the park of the hospital that enables hospitalized and non-hospitalized children to play and be active together |
Design sessions | 6 sessions of 90–120 min Spread over 3 weeks (1 session a day) | 6 sessions of 90–120 min Spread over 2 weeks (2 sessions a day) |
Client(s) | 1 adult representative of the Dutch NGO: Jantje Beton, which is an organisation that promotes outdoor play and activities | 1 adult representative and 4 child representatives of a Dutch children’s hospital |
Client(s) background | Responsible for the creation of several of Jantje Beton’s nationally promoted outdoor play events and activities for primary school children | Adult representative: Head of the education department and manages the hospital’s children’s council Child representatives: Part of the children’s council and are experts through experience. They are either chronically ill or previously long-term hospitalized children. The council helps the hospital with improving any aspect of care |
Design sessions
Design session | Content |
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0. Introduction and sensitizing | Pre-session one week prior to the start of the design project Announce the start of the project and give a short introduction Children received sensitizing assignments that they had to complete before the start of the first design session. These assignments were meant to trigger reflection about the design theme |
1. Exploring the design theme | Introduction of the design cycle and design skills The client (s) introduced the design theme Exploring design theme through stories |
2. Defining a point of view | Introduction to problem defining Defining an ideal situation, design question, and design criteria |
3. Ideation, selection and detailing | Ideation guided by brainstorming tools Idea selection guided by selection tools Detailing selected idea with an elaboration tool |
4. Feedback design ideas | Each design team presents their design idea and receives feedback from the clients and their peers Focus on improvement and elaboration of the design idea |
5. Concept development and elaboration | Each design team selects design feedback to improve and elaborate on their design Building models or prototypes to develop the design idea |
6. Feedback final designs | Each design team presents their final design and receives feedback from the clients and their peers |
Design feedback intervention
Part | 4th design session | 6th design session |
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Preparation | Modelling exercise by facilitators to teach the intention and procedure of the feedback intervention | A reminder of the intention and procedure of the feedback intervention |
Next parts form one turn per design team | ||
Part 1 | Design team presents design idea | Design team presents design prototype |
Peers and clients are prompted to pose clarification questions to work towards a shared understanding of the design | Peers and clients are prompted to pose clarification questions to work towards a shared understanding of the design | |
Peers and clients receive scaffolding guidance by feedback forms | Peers and clients receive verbal prompts as a reminder | |
Part 2 | Peers and clients are guided to construct specific compliments “What do you not yet understand about the design?” | Peers and clients are prompted to pose specific compliments “What do you not yet understand about the design?” |
Peers and clients are guided to construct high-level convergent feedback “We think this could be better about the design… because …” | Peers and clients are prompted to pose high-level convergent feedback | |
Part 3. | Peers and clients are guided to construct a high-level divergent how-question “How can you …” | Peers and clients are prompted to pose high-level divergent feedback |
Peers and clients are guided to construct possible solutions to their how-question “We think this could maybe be a solution …” | ||
The clients and a few peers share their feedback with the design team by reading the feedback forms out-loud |
Preparation
Part 1: Guide towards a shared understanding of the design
Part 2: Stimulate critical reflection and evaluation of the design
Part 3: Provide a way to move forward by guiding new generative thoughts
Data collection
Data analysis
Units of analysis: design feedback and direct responses
Coding framework: types of feedback
Coding framework: types of direct responses
Coding process
Pattern identification and interpretation
Findings
4th design session: feedback procedure ‘part 1’
Clarifying the design through low-level convergent feedback
Peer: So, you have to solve a math problem and the answer… Uhm… What did you have to do with the answer again? [Concept completion]Child: The answer, that number is how often you have to score (in the goal). [Report]
There were also a few instances of report uncertain, which shows that the design teams are not always fully confident when explaining their design in its infant state. Below is an example of this type of DR.Client: Does the (hospitalized) child have to pull it (the cable of the cable cart) themselves or someone else? [Feature specification]Child: No, someone else who is there. [Report]
Beside report type responses, the low-level convergent questions in case A were also met with the DR confirm. This difference can be attributed to the higher occurrence of verification questions in this case.Peer: Where should you position yourself to score? [Feature specification]Child: I think the player can decide themselves. [Report uncertain]
The majority of the DRs during the first part could be considered as responses that enable a constructive feedback dialogue. However, there were also a few resistance responses present in both cases. Since low-level convergent questions ask for information and do not directly ask for any evaluative or generative thinking processes, these DRs were unexpected. Nonetheless, the example below illustrates how questions asking for additional information about certain aspects or mechanisms of a design can trigger design teams to parry the feedback.Peer: So, you have to run as fast as you can to the right spot (on the playground)? [Verification]Child: Yes. [Confirm]
Peer: How many times do you have to score? [Feature Specification]Child 1: You should decide for yourself. [It’s you] You should use a sort of timer, and then you can…, and then as fast as you can. [Band-aid]Child 2: How often you can score in a minute or something. [Band-aid]
Unexpected DRQ’s and GDRs
The example above illustrates the occurrence of resistance towards high-level convergent feedback. Since the clients and peers were prompted to not yet pose these types of questions at this part of the process, the facilitators tried to postpone the dialogue as much as possible. This can be seen in the example below.Peer: Yet at a certain moment, then all the (drawn) chalk boxes (on the schoolyard) are full (with numbers), and then you cannot continue anymore. [Future description]Child: Yes, but you can just make it (the chalk drawings on the schoolyard) wet, then it’s gone. Then it’s vanished, gone (hand movement) (laughing). [Band-aid]
Peer: I can imagine that some kids do not always have someone accompanying them. So what if that happens and they still want to go in the cable cart? [Future]Facilitator: Is that a clarification question, or do you think this might be a critique? Is this something you could put on the feedback form?Peer: Maybe yes.
4th design session: feedback procedure ‘part 2 and 3’
Direct responses to the feedback forms
In this example, the GDQs consists of method generation followed by a proposal. As intended, almost all of the GDQs on the feedback forms consisted of method generation and proposal/negotiation.Peer 1: We think the idea is a lot of fun. [Compliment] Uhm (…) ‘What could be better’ (…) Yeah, well, having to score that often is a lot. And that can be quite tiring. So, imagine you have 121 times, that is then the answer. If you then have to score 121 times you lose all your time trying to score. Then you can maybe only solve one problem. [Future description] Our ‘how-question’ is: How could you change it (the game) so you don’t have to score that often? [Method generation] And ‘this could maybe be a solution’: that you can divide it. The answer. [Proposal/Negotiation]Peer 2: Yeah, so that you divide the answer again. That you again make a math problem with the answer to divide it. [….]
6th design session: feedback procedure ‘part 1, 2 and 3’
The peers’ focus on convergence
The peers did not adhere to the order of the feedback form when posing high-level feedback in this session. Instead of starting with convergent feedback and following with divergent feedback, the high-level feedback appeared to be mainly convergent with only a few instances of divergent feedback. The high-level convergent feedback (DRQs) of the peers was varied in case A, while in case B the majority consisted of future and future description. These two types of feedback are somewhat similar, in the sense that they uncover possible future functioning and often shortcomings in the design. Since in the 4th design session the high occurrence of the feedback type future description is presumed to be linked to the phrasing of the feedback form, the high occurrence of future and future description may be a lingering effect of the peers’ previous practice with filling in these forms.Peer: What is actually the height of the cart (of the cable cart)? [Feature Specification]Child 1: We did not really think about that… [Don’t know yet]Child 2: Not too high I guess. [Reflection]Child 3: Maybe a meter? [Ideation]
Besides this, the DRQs of the peers were also met with resistance responses, especially band-aids and question not relevant.Peer: I don’t always go sitting face forward down the slide. I also go on my back or belly or face backward. I don’t know if it’s nice to land on such a pillow if you do that. [Future description]Child: Well, we think it is nice to land on such a pillow. Because it’s not really smart to go down the slide facing backward. That’s true. [Report justify]
Together the occurrence of report justify and resistance responses implies that the design teams were not as open to the DRQs posed by the peers as to the DRQs by the clients.Peer: Why does someone have to pull on the cable and is it not electric? [Expectational]Child: We didn’t think an electric cable was needed. [Question not relevant]
Peer: Imagine that the answer (to the math problem) is 64. You said that the side poles (of the goal) are 50 (points), and the top bar is a 100 (points). But there is not exactly 64 on any of them. [Future description]Child 1: Well, you also have pons, and there are also numbers on there. [Report]Child 2: Oh, yeah. Those (the pons) are not an uneven number. [Reflection]
Our data shows that these types of DRs predominately occurred when a design team already displayed a certain level of openness in the feedback dialogue preceding the DRQs.Peer: How does it exactly work with the IV pole (on the slide)? [Procedural](team members whisper to each other)Child: We don’t have a solution for that yet. [We don’t know yet]
Peer: Maybe it could be fun to do something with points? For example, who collects the points? Or maybe play in teams? [Proposal/negotiation]Child: The player with the most points who wins, that’s it. [Already in there]
Peer: Maybe you can think a bit more about how it will work with the wheelchair? [Method generation] Because there is not always someone else present. [Future description]Child: No, there is always someone else present. [Question not relevant]
The clients’ focus on verification and generation
The key to openness: verification and compliments
The example illustrates how the client first puts their effort towards gaining a shared understanding of the aspect of the design they want to direct their high-level feedback to. After, the client proceeds to pose their high-level feedback, which then evokes a concurrent convergent or divergent response from the design team. As described earlier, the design teams react more positively and openly to the high-level feedback from clients than their peers. The manner in which the client poses the high-level feedback might have added to this openness.Client: So the idea is that you will build an ice-rink? [Verification]Child 1: Yes, I guess so. [Confirm] [Insecure]Client: And this means that the ice-rink is there all year round? [Verification]Child 1: Yes. [Confirm]Child 2: It depends on if you want to ice-skate in the summer. [Reflection](…)Client: So the ice-ring will be there permanently? [Verification]Child 1: Yes. [Confirm]Client: And what else could you maybe do with the ice-ring? [Ideation] If it’s a hot summer, will there then also be ice on it? [Feature specification]Child 1: Maybe you can then also use it as a pool. [Ideation]Client: Yes. And maybe you can make this thing float so they can swim with it. [Proposal/negotiation](team members nod)Child 1: Yes.