Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement

Purpose Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14. Design/methodology/approach Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy. Findings Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices. Originality/value The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.

Study on Deep and Large Foundation Pit of a National First-Class Key Tomb Protection Project

For the support engineering of the deep and large foundation pit (DLFP) due to tomb protection, there are still no clear standards. The construction of DLFP will introduce large-range transverse and longitudinal disturbance on the stratum; therefore, it should be reinforced. In this paper, the reinforcement of the deep and large foundation pit of a national first-class key tomb protection project is studied. By comparing the existing supporting scheme and the stress conditions of the reinforced tomb, the combination reinforcement scheme by bored pile and pile slab retaining wall is found to be safe and feasible. Furthermore, according to the simulated bending moment, displacement, and axial force of the tomb by numerical analysis, an economic and reasonable mixed anchor support scheme is selected. In order to ensure the stability of the tomb during the supporting process of the foundation pit, a maximum value of 10 mm for the overall settlement of the tomb can be treated as the control benchmark based on the support and anchorage schemes in each specification and the in-site measured settlement values of the tomb. The determined support, anchorage schemes, and the control benchmark can provide certain technique guidance and research significance for the protection of similar ancient buildings in the future.

Exploration of the Dynamics of Neuro-Cognition During TRIZ

The Theory of Inventive Problem Solving (TRIZ) method and toolkit provides a well-structured approach to support engineering design with pre-defined steps: interpret and define the problem, search for standard engineering parameters, search for inventive principles to adapt, and generate final solutions. The research presented in this paper explores the neuro-cognitive differences of each of these steps. We measured the neuro-cognitive activation in the prefrontal cortex (PFC) of 30 engineering students. Neuro-cognitive activation was recorded while students completed an engineering design task. The results show a varying activation pattern. When interpreting and defining the problem, higher activation is found in the left PFC, generally associated with goal directed planning and making analytical. Neuro-cognitive activation shifts to the right PFC during the search process, a region usually involved in exploring the problem space. During solution generation more activation occurs in the medial PFC, a region generally related to making associations. The findings offer new insights and evidence explaining the dynamic neuro-cognitive activations when using TRIZ in engineering design.

Semantic Networks for Engineering Design: State of the Art and Future Directions

In the past two decades, there has been increasing use of semantic networks in engineering design for supporting various activities, such as knowledge extraction, prior art search, idea generation and evaluation. Leveraging large-scale pre-trained graph knowledge databases to support engineering design-related natural language processing (NLP) tasks has attracted a growing interest in the engineering design research community. Therefore, this paper aims to provide a survey of the state-of-the-art semantic networks for engineering design and propositions of future research to build and utilize large-scale semantic networks as knowledge bases to support engineering design research and practice. The survey shows that WordNet, ConceptNet and other semantic networks, which contain common-sense knowledge or are trained on non-engineering data sources, are primarily used by engineering design researchers to develop methods and tools. Meanwhile, there are emerging efforts in constructing engineering and technical-contextualized semantic network databases, such as B-Link and TechNet, through retrieving data from technical data sources and employing unsupervised machine learning approaches. On this basis, we recommend six strategic future research directions to advance the development and uses of large-scale semantic networks for artificial intelligence applications in engineering design.

DEMYSTIFYING DIGITAL X

The rapid pace of development in Digital Engineering has led to an explosion of ideas and new practice in how it can support Engineering Design and Manufacture. You may have heard of the terms Digital Transformation, Digital Twin, Digital Thread, Digital Tapestry and Digital Footprint amongst many other forms of “Digital X” but how have these come about and how do they come together to provide the landscape of what Digitalisation has to offer?In this paper, we analyse the emergence, definition, use and co-occurrence of “Digital X” terminology from an academic dataset of 19,627 papers curated from Scopus. The results reveal that these terms are being used without being fully contextualised in terms of a hierarchy or equivalent to effectively articulate the Digital landscape.Through this analysis, an emerging “Digital X” framework is proposed, with evidence given to support suggested links, and knowledge gaps highlighted for further investigation. Once this framework is complete, a rich lexicon describing the Digital Landscape will pave the way for the future in Digital Engineering.

More than technical experts: Engineering professionals’ perspectives on the role of soft skills in their practice

In the 21st century, with the exponential rise in global population and a greater demand for environmental resources, the focus of engineering is on integrated solutions within a multifarious context. To successfully navigate today’s multidisciplinary and multicultural environment, engineers require soft skills in addition to their technical or hard skills: these include leadership, interpersonal, communication and problem-solving skills. They support engineering professionals in meeting the challenges of working in multidisciplinary teams which make decisions that will help shape define the future. This study explores the perspectives of engineering professionals working in different engineering disciplines to understand the role soft skills play in their professions. It finds that technical competence is not considered enough; to succeed in the complex world of engineering, employers look for graduates who can enhance their technical expertise with complementary soft skills. Engineers have to work alongside various stakeholders to develop technologies for the benefit of humankind. Most of the content in engineering education institutions focuses on technical aspects, and it is imperative to highlight and implement soft skills training.

AN EXPERIENTIAL LEARNING APPROACH FOR DEVELOPING MENTAL MODELS IN ENGINEERING DESIGN EDUCATION

Mental simulation represents how a person interprets and understands the causal relations associated with the perceived information, and it is considered an important cognitive device to support engineering design activities. Mental models are considered information characterized in a person’s mind to understand the external world. They are important components to support effective mental simulation. This paper begins with a discussion on the experiential learning approach and how it supports learners in developing mental models for design activities. Following that, the paper looks at the four types of mental models: object, making, analysis and project, and illustrates how they capture different aspects and skills of design activities. Finally, the paper proposes an alternative framework, i.e., Spiral Learning Approach, which is an integration of Kolb’s experiential learningcycle and the Imaginative Education (IE) framework. While the Kolb’s cycle informs a pattern to leverage personal experiences to reusable knowledge, the IE’s framework suggests how prior experiences can trigger imagination and advance understandings. A hypothetical design of a snow removal device is used to illustrate the ideas of design-related mental models and the spirallearning approach.