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|Title: ||Communication modes in collaboration: An empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams|
|Authors: ||Graff, Daniel|
Clark, Mark A.
Multidisciplinary design teams
|Issue Date: ||2018|
|Publisher: ||Springer © The Author(s)|
|Citation: ||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, https://doi.org/10.1007/s10798-017-9437-9|
|Abstract: ||Universities 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.|
|Description: ||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.|
|Publisher Link: ||https://doi.org/10.1007/s10798-017-9437-9|
|Appears in Collections:||Published Articles (Loughborough University London)|
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