Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work

Aysar Ghassan, E. Mackie

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

Group-work projects help prepare students for professional design practice. Research suggests that student group-working is an emotionally charged activity. This chapter discusses group-working in vehicle design education. We identify the following issues: (1) the need for clear allocation of group members’ roles; (2) the requirement for a holistic approach to complex vehicle design projects. We observe that decreased motivation amongst students exacerbates these issues. Through employing the acronym RECIPE (standing for Research, Exterior, Components, Interior, Packaging, (user)Experience), we describe a mnemonic framework supporting key deliverables within vehicle design practice. The initiative aims to clarify role allocation and engage students in the complexities of vehicle design practice. Qualitative feedback suggests the RECIPE innovation provides a memorable holistic framework for tackling a multifaceted vehicle design project and was partially successful in tackling group-dynamic issues. Feedback indicates the framework succeeded in motivating students to tackle project deliverables. We conclude with recommendations regarding future adaptations.
Original languageEnglish
Title of host publicationEmotional Engineering
EditorsShuichi Fukuda
PublisherSpringer
Chapter11
Pages169-182
Volume5
ISBN (Electronic)978-3-319-53195-3
ISBN (Print)978-3-319-53194-6
DOIs
Publication statusPublished - 2017

Fingerprint

Students
Feedback
Packaging
Innovation
Education

Bibliographical note

The full text is not available on the repository.

This chapter is currently in press. Full citation details will be uploaded when available.

Cite this

Ghassan, A., & Mackie, E. (2017). Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work. In S. Fukuda (Ed.), Emotional Engineering (Vol. 5, pp. 169-182). Springer. https://doi.org/10.1007/978-3-319-53195-3_11

Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work. / Ghassan, Aysar; Mackie, E.

Emotional Engineering. ed. / Shuichi Fukuda. Vol. 5 Springer, 2017. p. 169-182.

Research output: Chapter in Book/Report/Conference proceedingChapter

Ghassan, A & Mackie, E 2017, Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work. in S Fukuda (ed.), Emotional Engineering. vol. 5, Springer, pp. 169-182. https://doi.org/10.1007/978-3-319-53195-3_11
Ghassan A, Mackie E. Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work. In Fukuda S, editor, Emotional Engineering. Vol. 5. Springer. 2017. p. 169-182 https://doi.org/10.1007/978-3-319-53195-3_11
Ghassan, Aysar ; Mackie, E. / Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work. Emotional Engineering. editor / Shuichi Fukuda. Vol. 5 Springer, 2017. pp. 169-182
@inbook{a4699ce437674118a2e510162b34272e,
title = "Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work",
abstract = "Group-work projects help prepare students for professional design practice. Research suggests that student group-working is an emotionally charged activity. This chapter discusses group-working in vehicle design education. We identify the following issues: (1) the need for clear allocation of group members’ roles; (2) the requirement for a holistic approach to complex vehicle design projects. We observe that decreased motivation amongst students exacerbates these issues. Through employing the acronym RECIPE (standing for Research, Exterior, Components, Interior, Packaging, (user)Experience), we describe a mnemonic framework supporting key deliverables within vehicle design practice. The initiative aims to clarify role allocation and engage students in the complexities of vehicle design practice. Qualitative feedback suggests the RECIPE innovation provides a memorable holistic framework for tackling a multifaceted vehicle design project and was partially successful in tackling group-dynamic issues. Feedback indicates the framework succeeded in motivating students to tackle project deliverables. We conclude with recommendations regarding future adaptations.",
author = "Aysar Ghassan and E. Mackie",
note = "The full text is not available on the repository. This chapter is currently in press. Full citation details will be uploaded when available.",
year = "2017",
doi = "10.1007/978-3-319-53195-3_11",
language = "English",
isbn = "978-3-319-53194-6",
volume = "5",
pages = "169--182",
editor = "Shuichi Fukuda",
booktitle = "Emotional Engineering",
publisher = "Springer",

}

TY - CHAP

T1 - Food for thought: using the RECIPE initiative to increase students’ motivation in vehicle design group work

AU - Ghassan, Aysar

AU - Mackie, E.

N1 - The full text is not available on the repository. This chapter is currently in press. Full citation details will be uploaded when available.

PY - 2017

Y1 - 2017

N2 - Group-work projects help prepare students for professional design practice. Research suggests that student group-working is an emotionally charged activity. This chapter discusses group-working in vehicle design education. We identify the following issues: (1) the need for clear allocation of group members’ roles; (2) the requirement for a holistic approach to complex vehicle design projects. We observe that decreased motivation amongst students exacerbates these issues. Through employing the acronym RECIPE (standing for Research, Exterior, Components, Interior, Packaging, (user)Experience), we describe a mnemonic framework supporting key deliverables within vehicle design practice. The initiative aims to clarify role allocation and engage students in the complexities of vehicle design practice. Qualitative feedback suggests the RECIPE innovation provides a memorable holistic framework for tackling a multifaceted vehicle design project and was partially successful in tackling group-dynamic issues. Feedback indicates the framework succeeded in motivating students to tackle project deliverables. We conclude with recommendations regarding future adaptations.

AB - Group-work projects help prepare students for professional design practice. Research suggests that student group-working is an emotionally charged activity. This chapter discusses group-working in vehicle design education. We identify the following issues: (1) the need for clear allocation of group members’ roles; (2) the requirement for a holistic approach to complex vehicle design projects. We observe that decreased motivation amongst students exacerbates these issues. Through employing the acronym RECIPE (standing for Research, Exterior, Components, Interior, Packaging, (user)Experience), we describe a mnemonic framework supporting key deliverables within vehicle design practice. The initiative aims to clarify role allocation and engage students in the complexities of vehicle design practice. Qualitative feedback suggests the RECIPE innovation provides a memorable holistic framework for tackling a multifaceted vehicle design project and was partially successful in tackling group-dynamic issues. Feedback indicates the framework succeeded in motivating students to tackle project deliverables. We conclude with recommendations regarding future adaptations.

U2 - 10.1007/978-3-319-53195-3_11

DO - 10.1007/978-3-319-53195-3_11

M3 - Chapter

SN - 978-3-319-53194-6

VL - 5

SP - 169

EP - 182

BT - Emotional Engineering

A2 - Fukuda, Shuichi

PB - Springer

ER -