scholarly journals SUPPORTING HUMAN-CENTERED DESIGN IN PSYCHOLOGICALLY DISTANT PROBLEM DOMAINS: THE DESIGN FOR CYBERSECURITY CARDS

2021 ◽  
Vol 1 ◽  
pp. 2831-2840
Author(s):  
Vivek Rao ◽  
George Moore ◽  
Hyun Jie Jung ◽  
Euiyoung Kim ◽  
Alice Agogino ◽  
...  
Keyword(s):  
Psychological Distance ◽  
Complex Problem ◽  
Design Teams ◽  
Opportunity Identification ◽  
Digital Products ◽  
Problem Space ◽  
User Research ◽  
Project Outcome ◽  
Research Opportunity ◽  
Need For Support

AbstractIncreasingly digital products and services make cybersecurity a crucial issue for designers. However, human-centered designers struggle to consider it in their work, partially a consequence of the high psychological distance between designers and cybersecurity. In this work, we build on the Design for Cybersecurity (DfC) Cards, an intervention to help designers consider cybersecurity, and examine a project-based design course to understand how and why specific DfC cards were used. Three findings result. First, designers found the intervention useful across all design phases and activities. Second, the cards helped design teams refocus their attention on the problem domain and project outcome. Third, we identify a need for support in framing and converging during user research, opportunity identification, and prototyping. We argue that the psychological distance between designers and the problem space of cybersecurity partially explains these findings, and ultimately exacerbates existing challenges in the design process. These findings suggest that design interventions must consider the psychological distance between designer and problem space, and have application in design practice across many complex problem domains.

Problem Orientation

2018 ◽  
pp. 138-156
Author(s):  
Paul Battersby
Keyword(s):  
Complex Problem ◽  
Dynamic Mode ◽  
Global Approach ◽  
Complex Dynamic ◽  
Problem Space ◽  
Thick Description ◽  
Global Response ◽  
Problem Orientation ◽  
New Knowledge ◽  
Creative Problem

Globalization is complex, dynamic, and unpredictable. A commensurably dynamic mode of analysis is thus required for the necessary task of comprehending globalization’s intricacies and consequences. Adopting a creative, problem-based technique, this chapter develops a global approach to problem orientation. Irregular migration is the topic focus used to map out how a complex problem space can be constructed and how notions of complexity can be imaginatively applied to explore avenues for global response. A global problem orientation accepts that new knowledge can form at the interstices of different systems or schools of thought. The creative–imaginative technique discussed in this chapter encourages the use of divergent models or paradigms in tandem to enable thick description and deep analysis of complex problem spaces.

scholarly journals The living fossil concept: reply to Turner

2021 ◽  
Vol 36 (2) ◽  
Author(s):  
Scott Lidgard ◽  
Alan C. Love
Keyword(s):  
Complex Problem ◽  
Morphological Stability ◽  
Main Argument ◽  
Geological Time ◽  
Problem Space ◽  
Living Fossil ◽  
Living Fossils ◽  
Tadpole Shrimps ◽  
Evolutionary Stasis

AbstractDespite the iconic roles of coelacanths, cycads, tadpole shrimps, and tuataras as taxa that demonstrate a pattern of morphological stability over geological time, their status as living fossils is contested. We responded to these controversies with a recommendation to rethink the function of the living fossil concept (Lidgard and Love in Bioscience 68:760–770, 2018). Concepts in science do useful work beyond categorizing particular items and we argued that the diverse and sometimes conflicting criteria associated with categorizing items as living fossils represent a complex problem space associated with answering a range of questions related to prolonged evolutionary stasis. Turner (Biol Philos 34:23, 2019) defends the living concept against a variety of recent skeptics, but his criticism of our approach relies on a misreading of our main argument. This misreading is instructive because it brings into view the value of three central themes for rethinking the living fossil concept—the function of concepts in biology outside of categorization, the methodological importance of distinguishing parts and wholes in conceptualizing evolutionary phenomena, and articulating diverse explanatory goals associated with these phenomena.

scholarly journals Linking complex problem solving to opportunity identification competence within the context of entrepreneurship

2015 ◽  
Vol 34 (4) ◽  
pp. 412-429 ◽  
Author(s):  
Yvette Baggen ◽  
Jakob Mainert ◽  
Thomas Lans ◽  
Harm J. A. Biemans ◽  
Samuel Greiff ◽  
...  
Keyword(s):  
Problem Solving ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Opportunity Identification

scholarly journals Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Yvette Baggen ◽  
Jakob Mainert ◽  
André Kretzschmar ◽  
Thomas Lans ◽  
Harm J. A. Biemans ◽  
...  
Keyword(s):  
Problem Solving ◽  
Entrepreneurship Education ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Conceptual Level ◽  
Opportunity Identification ◽  
Domain Specific ◽  
Masters Students ◽  
Opening Up ◽  
General Skill

In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE.

scholarly journals A Computational Study of the Effect of Experience on Problem/Solution Space Exploration in Teams

2019 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Marija Majda Perisic ◽  
Tomislav Martinec ◽  
Mario Storga ◽  
John S Gero
Keyword(s):  
Computational Study ◽  
Space Exploration ◽  
Solution Space ◽  
Problem Solution ◽  
Design Team ◽  
Design Teams ◽  
Agent Based Model ◽  
Problem Space ◽  
Agent Based ◽  
The Impact

AbstractThis paper presents the results of computational experiments aimed at studying the effect of experience on design teams’ exploration of problem-solution space. An agent-based model of a design team was developed and its capability to match theoretically-based predictions is tested. Hypotheses that (1) experienced teams need less time to find a solution and that (2) in comparison to the inexperienced teams, experienced teams spend more time exploring the solution-space than the problem-space, were tested. The results provided support for both of the hypotheses, demonstrating the impact of learning and experience on the exploration patterns in problem and solution space, and verifying the system's capability to produce the reliable results.

scholarly journals When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

2018 ◽  
Vol 8 (4) ◽  
pp. 169 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Dan Reynolds ◽  
Tess Lantos ◽  
Sara Gould ◽  
...  
Keyword(s):  
Complex Problem ◽  
Vocabulary Knowledge ◽  
Research Assessment ◽  
Word Knowledge ◽  
Problem Space ◽  
Confirmatory Factor ◽  
History Of ◽  
Standardized Measure ◽  
Theory Research ◽  
Vocabulary Assessment

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed.

scholarly journals DESIGNING IN COMPLEXITY: HOW SOLUTION CONJECTURES INFORM PROBLEM EXPLORATION

2021 ◽  
Vol 1 ◽  
pp. 1153-1162
Author(s):  
Wenlin Zhang ◽  
Jin Ma
Keyword(s):  
Design Theory ◽  
Process Model ◽  
Complex Problem ◽  
Design Practice ◽  
Problem Space ◽  
Design Problems ◽  
Problem Situations ◽  
Dynamic View ◽  
Three Phase ◽  
Space Expansion

AbstractEngineering designers seek to explore ‘real’ problems that must be solved across design processes. This exploration might be challenging in complex problem situations. An effective way of encouraging design exploration is conjecture-based problem exploration—informing problem re-interpretation by potential solutions. However, little evidence indicated how this process unfolds, especially in complex problem situations. This study addresses this question by articulating the underlying cognitive mechanism of conjecture-based problem exploration. Situated in a creative design practice that tackles real-world, complex problem situations, we employ grounded theory to conduct qualitative coding of interview transcripts and documents elicited from ten multidisciplinary graduate students. We developed a three-phase process model to explain conjecture-based problem exploration: (1) triggering through analogizing, inspiring, evaluating, and questioning; (2) transitioning to problem space expansion; and (3) resulting in problem focus adjustment incrementally or radically. Our explanation contributes to design theory building and encourages engineering designers to embrace a dynamic view of design problems when addressing complexity.

scholarly journals Machine learning models of problem space navigation: The influence of gender

2005 ◽  
Vol 2 (2) ◽  
pp. 83-98 ◽  
Author(s):  
Ron Stevens ◽  
Amy Soller
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Complex Problem ◽  
Markov Modeling ◽  
Complex Problem Solving ◽  
Problem Space ◽  
Space Navigation ◽  
Hidden Markov Modeling ◽  
Problem Solving Strategy ◽  
Solving Strategy

We have developed models of how problem spaces are navigated as male and female secondary school, university, and medical students engage in repetitive complex problem solving. The strategies that students used when solving problem-solving simulations were first classified with self-organizing artificial neural networks resulting in problem solving strategy maps. Next, learning trajectories were developed from sequences of performances by Hidden Markov Modeling that stochastically described students' progress in understanding different domains. Across middle school to medical school there were few gender differences in the proportion of cases solved; however, six of the seven problem sets showed significant gender differences in both the strategies used (ANN classifications) as well as the in the HMM models of progress. These results were extended through a detailed analysis of one problem set. For this high school / university problem set, gender differences were seen in how the problems were encoded consolidated and retrieved. These studies suggest that strategic problem solving differences are common across gender, and would be masked by simply looking at the outcome of the problem solving event.

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