10.1007%2Fs10798-017-9437-9.pdf (549.46 kB)
Communication modes in collaboration: An empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams
journal contribution
posted on 2018-01-25, 10:18 authored by Daniel Graff, Mark A. ClarkUniversities increasingly incorporate multidisciplinary design projects into their curriculum to better prepare their students for the labor market. In these projects, student team members of various disciplinary backgrounds develop new product or service concepts for organizational partners. This structure enables students to learn not only from the interaction with the content and lecturer, but also from communication with other team members. Little is known, however, about the relative effectiveness of specific communication modes on improving student learning outcomes in these interactions. This study examines the effect of
three important communication modes – metaphors, visualizations, and narratives – on reported learning from other members. A total of 64 students working on two large multidisciplinary design student teams participated in this study. Survey results indicate that perceived learning increases through awareness and use of metaphorical communication, beyond previously supported effects for narratives and visualization. We conclude with implications for the way information is represented and structured within multidisciplinary design student teams, and future research directions.
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School
- Loughborough University London
Published in
International Journal of Technology and Design EducationCitation
GRAFF, D. and CLARK, M.A., 2018. Communication modes in collaboration: An empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams. International Journal of Technology and Design Education, 29 (1), pp.197–215.Publisher
Springer © The Author(s)Version
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/Acceptance date
2017-12-20Publication date
2018Notes
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.ISSN
0957-7572eISSN
1573-1804Publisher version
Language
- en
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