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In recent years, there has been an increasing interest in using design thinking for business model innovation. However, few studies have explored the application, potential and challenges of design thinking from a comprehensive perspective. In order to better understand how design thinking can contribute to business model innovation, this paper regards business model innovation as a subject of design research and provides a critical review of researchers' explorations of how to apply design thinking for business model innovation. In light of the literature review, this paper distils seven key design research themes: (1) design thinking as a mindset and a methodology; (2) designers of business models; (3) design activities for business model innovation; (4) design tools for business model innovation; (5) design approaches for business model innovation; (6) co-creation of new products, services and business models, and (7) evaluating and measuring the impact of design thinking. The themes not only highlight the potential of applying design thinking as a necessary mindset and methodology to business model innovation, but also emphasise the nature of designing as a social process. [ABSTRACT FROM AUTHOR]

Generative design refers to a methodology that not only simulates the characteristics of a given data or system but also creates artificial data for various purposes. It's a significant research area encompassing diverse issues such as privacy preservation, data distribution analysis, and the development of surrogate models. Initially, research in this field primarily employed stochastic models or basic machine learning methods. However, with the advancement of deep learning technology, numerous studies have emerged, showcasing developed mechanisms using artificial neural network-based methods like variational autoencoders (VAEs) and generative adversarial networks (GANs). These studies extend across different data types, including images and texts, tailored to specific objectives. This paper presents a systematic review of generative design research focused on tabular data. We begin by elucidating the characteristics of tabular data within generative design, followed by a discussion on the goals and challenges in this area. Subsequently, the paper introduces various generative design studies on tabular data, categorized according to their methodological development and unique objectives. Finally, we address the benchmark methods used in generative design for tabular and how their performance is evaluated. [ABSTRACT FROM AUTHOR]

Today's complex problems call for multidisciplinary analytics teams comprising of both analytics and non-technical domain (i.e. subject matter) experts. Recognizing the difference between data visualisaion (DV) (i.e. static visual outputs) and visual analytics (VA) (i.e. a process of interactive visual data exploration, guided by user's domain and contextual knowledge), this paper focuses on VA for non-technical domain experts. By seeking to understand knowledge sharing from VA experts to non-technical users of VA in a multidisciplinary team, we aim to explore how these domain experts learn to use VA as a thinking tool, guided by their knowing-in-practice. The research described in this paper was conducted in the context of a long-term industry-wide research project called the 'Visual Historical Atlas of the Australian Co-operatives', led by a multidisciplinary VA team who faced the challenge tackled by this research. Using Action Design Research (ADR) and the combined theoretical lens of boundary objects and secondary design, the paper theorises a three-phase method for knowledge transfer, translation and transformation from VA experts to domain experts using different types of VA-related boundary objects. Together with the proposed set of design principles, the three-phase model advances the well-established stream of research on organizational use of analytics, extending it to the emerging area of visual analytics for non-technical decision makers. [ABSTRACT FROM AUTHOR]

Engaging students in processes of mathematizing and active knowledge organization (instead of telling and rehearsing ready-made mathematics) is a key demand for high quality mathematics instruction. Although many mathematically rich context problems have been designed and published in textbooks, their impact on regular mathematics classrooms remains limited, as teachers face challenges in shaping and enacting the important phase of knowledge organization. The 15-year project KOSIMA presented in this paper was aimed at supporting teachers in really enhancing these processes by means of a textbook for Grades 5–10. The paper provides an overview of different studies conducted during the project in order to show how the project developed a research base for the support of teachers. The paper also shows that different research approaches need to be combined to establish an appropriate research base: In iterative design research cycles of topic-specific didactical design research, learning environments were designed and investigated with the aim of understanding the obstacles encountered in implementing the desired processes. In this paper, we focus on an example of one particular obstacle, namely, teachers' need of support in engaging students in processes of active knowledge organization. This obstacle was overcome by developing new types of tasks for active knowledge organization. The theoretical outcome of the design research resulted in two hypotheses for improving relevant features of the design of these tasks, which were tested in two controlled trials. Finally, a longitudinal field study of 312 students gave first indications that the classes that worked with the textbook had significantly higher learning gains than classes using other textbooks. In sum, we can show that textbooks can support changes in classroom practices when the obstacles that occur for both teachers and students are carefully investigated and treated. [ABSTRACT FROM AUTHOR]

This research demonstrates the development of a tectonic approach to architecture through an experimental, iterative methodology. It is a synthetic approach where tectonics and form are engaged in a non-hierarchical negotiation. An architecture where expression, ornament, structure and their spatial consequences are intertwined and inseparable. The design research posited here has been conducted over the past nine years through the sustained development of a series of architectural tectonic experiments called the agentBody Prototypes. These prototypes reify an ambition to compress surface, structure and ornament into a single irreducible assemblage. The agentBody Prototypes are a series of fourteen proto-architectural projects, or fragments, with lead design by Roland Snooks, and research, development and fabrication by the RMIT Architecture | Tectonic Formation Lab. The paper describes the wider context of this work and includes a brief chronological overview of this trajectory, followed by a series of observations drawn from critical reflection. This paper attempts to draw out the architectural design implications that have emerged through a specific interaction of algorithmic design, and robotic fabrication. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate newly developed spatial monitoring and analysis systems—the emergent area of location intelligence (LI) in relation to geographic information systems (GIS)—from the perspective of the design research strategic modification. It has been argued that this perspective implies corrective attributes and criteria that can advance the existing spatial research models and platforms by proposing a designerly enhanced intelligence research framework and technical solution while also integrating the external transformative issues that have posed a demand for spatial research systems rethinking and redefinition, too. These issues have been centered around the several notions—(1) the extension of the spatial research scale and domain marked by the move from geo-determinants to cosmo-determinants alongside locational or place-based specification, (2) the articulation of dynamic properties and complexity, and (3) the new forms and techniques of reasoning and representation in spatial sciences advanced by digital information technologies, the space-information integration, the use of large data-systems and their control. They have been thoroughly explained alongside different effects they produce, while terminological and technical refinements have been proposed in their regard, as well. The important scientific and theoretical research areas have been addressed for solid framing of such thematic and disciplinary convergence. Their synthesis has indicated the major objective of the paper—the construction of the new common ground for all spatial sciences in the form of the digital research and representation system, strategy and methodology based on design intelligence attributes and modes of operation. [ABSTRACT FROM AUTHOR]

Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, "traditional" learning experience against a new, innovative learning experience that lacks maturity. Additionally, under closer inspection, these new, innovative learning experiences show significant gaps of good design judgment, in terms of their alignment with the instructional theory framework. This type of research robs the instructional design field of important and useful data associated with effectiveness, efficiency, and appeal outcomes. To provide evidence for our claims, we reviewed 39 ETR&D articles between 1980 and 2019 and 41 articles in non-ETR&D journals between 2009 and 2018 that represented traditional instruction comparisons. Our conclusion is that a change in ETR&D editorial policies around 2010, such as reviewers having more power than editors in determining which papers get published, led to the unintended consequences this paper reports. We provide recommendations for addressing this situation. [ABSTRACT FROM AUTHOR]

Drawing inspiration from a renowned critique of standard economics moved by Simon (Q J Econ 69(1):99–118, 1955, Am Econ Rev 49(3):253–283, 1959), the authors of this paper develop a novel experimental design moving beyond the hypothesis-testing framework traditionally based on the use of deductive logic, while introducing a new way suitable for addressing the problem of understanding the impact of fluctuations and uncertainty in business decision-making. As claimed in the paper, this can be achieved by adopting an abductive approach to research design that incorporates an experimental methodology based on an original computerised real effort task, so that to explore firms—and other forms of business organisations—serving as experimental incubators in the market process, pursuing a range of economic enquiries more adherent to real world business applications. Among these enquiries, in this paper the authors focus on firms' capital structure decisions in order to attempt to advance existing knowledge on the topic of experimental business research within the framework of economics. [ABSTRACT FROM AUTHOR]

For more than 2 decades, Augmented Reality (AR)/Mixed Reality (MR) has received an increasing amount of attention by researchers and practitioners in the manufacturing community, because it has applications in many fields, such as product design, training, maintenance, assembly, and other manufacturing operations. However, to the best of our knowledge, there has been no comprehensive review of AR-based co-design in manufacturing. This paper presents a comprehensive survey of existing research, projects, and technical characteristics between 1990 and 2017 in the domain of co-design based on AR technology. Among these papers, more than 90% of them were published between 2000 and 2017, and these recent relevant works are discussed at length. The paper provides a comprehensive academic roadmap and useful insight into the state-of-the-art of AR-based co-design systems and developments in manufacturing for future researchers all over the world. This work will be useful to researchers who plan to utilize AR as a tool for design research. [ABSTRACT FROM AUTHOR]

Educational design research (EDR) was applied to address the challenge of providing more public health professionals with opportunities to develop their knowledge and skills related to Good Clinical Practices (GCP) inspections. The conduct of clinical research in accordance with the principles of GCP is necessary to ensure that clinical research participants are not exposed to undue risk, and that data generated from the research are valid and accurate. The safety and efficacy of pharmaceuticals, medical devices, and other healthcare products depend upon the application of GCP. The World Health Organization has been providing a global face-to-face GCP Inspection course in Indonesia for a decade, but budget constraints only allow this course to be offered once a year to 15 participants. This paper describes how the move from a face-to-face course to an online authentic learning environment was accomplished through EDR and concludes with a discussion of design principles derived from the research. The results of a beta test of the new online course with 12 participants are also described in the paper. [ABSTRACT FROM AUTHOR]

The paper introduces a heuristic framework for conducting joint problem framing (JPF) processes in transdisciplinary research (TD). JPF is an essential element in confronting real-world problems, especially in the realm of sustainability (Hirsch Hadorn et al. in Ecol Econ 60(1):119–128, 2006; Pohl and Hirsch Hadorn in Principles for designing transdisciplinary research, Oekomm, München, 2007; Rossini in Technikfolgenabschätzung Theor Prax 18(1):117–119, 2009). It is the process of clarifying and prioritizing aspects of a problem situation to ensure its relevance for a diverse collection of stakeholders involved (Kønig et al. in Futures 91:12–24, 2017; Schneider and Buser in Sustain Sci 13(1):129–142, 2017; Stindt et al. in J Bus Log 37(2):113–131, 2016). The goal of this paper is twofold. First, we identify the documented challenges in conducting a joint problem framing process and through personal experience with case studies. Second, we introduce a means to address these challenges in the form of a heuristic framework. This framework is a series of questions which first asks for a description and explanation of the JPF process, based on researcher observations. Then, the framework leads its user to probe for the assumptions behind these observations. Finally, the framework helps its user to derive insights and lessons for conducting future JPF processes based on these responses. This framework is geared primarily towards helping transdisciplinary researchers with varying levels of experience, but can also be used by practitioners. [ABSTRACT FROM AUTHOR]

The acoustic stealth shape design of the underwater vehicle has become a topic of considerable current interest to the experts engaging underwater acoustic countermeasure technology in recent years. During tracking the target, the echo strength of head shape is easily exposed and detected for the underwater vehicle, which directly affects its acoustic stealth performance. This paper proposes an optimal design method for the acoustic stealth shape of the underwater vehicle head with relatively lower target strength (TS), based on the Nelder–Mead optimization algorithm and finite element method. In this method, Bernstein polynomials are used to describe the underwater vehicle head shape deviation, and the optimization objective function is given as the weighting function of the TS of underwater vehicles head with different angles and frequencies. Then, the two optimized results with different situations are given, which are evaluated using the angle detecting rate. Finally, the 2D axisymmetric calculation method of the underwater acoustic scattering field is used to verify the TS calculation in this paper. The optimization design method may provide guidance for the lower TS shape design of the underwater vehicle, which may realize the automatic design of the lower TS shape with incident plane waves at given angles and given frequency bands. [ABSTRACT FROM AUTHOR]

As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the implementation of augmented, virtual and mixed reality in K-12 technical and vocational education. This framework was designed, adopting an Educational Design Research approach, and consists of five interrelated pillars: hardware, software, professional development of teachers, practice-oriented research, and coordination. The proposed framework provides guidelines, both for researchers and education policy makers. [ABSTRACT FROM AUTHOR]

The discursive space represents the reordering of knowledge gained through accumulation. In the digital age, multimedia has become the language of information, and the space for archival practices is provided by non-immersive technologies, resulting in the disappearance of several layers from discursive activities. Heterotopias are unique, multilayered epistemic contexts that connect other systems through the exchange of information. This paper describes a process to create a framework for Virtual Reality, Mixed Reality, and personal computer environments based on heterotopias to provide absent layers. This study provides virtual museum space as an informational terrain that contains a “world within worlds” and presents place production as a layer of heterotopia and the subject of discourse. Automation for the individual multimedia content is provided via various sorting and grouping algorithms, and procedural content generation algorithms such as Binary Space Partitioning, Cellular Automata, Growth Algorithm, and Procedural Room Generation. Versions of the framework were comparatively evaluated through a user study involving 30 participants, considering factors such as usability, technology acceptance, and presence. The results of the study show that the framework can serve diverse contexts to construct multilayered digital habitats and is flexible for integration into professional and daily life practices. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to propose a new ontology of reasons for inferentialism. The existing inferentialist approach to mathematics education has a methodological challenge in retrospective analysis and a noncollaborative issue stems from a narrow view of learning. The proposed ontology, built on a radical interpretation of the inferentialist idea of conceptual pragmatism, enables us to maintain philosophical consistency on the basis of the distinction between students' reasons and the observer's perspectives, on the one hand, and dealing with the collaborative nature of classroom mathematical activities without assuming the knowledge to be learned as given. In order to build the ontology, the authors will redefine the notion of conceptualization as a judgment and claim that only articulated reasons exist and that unarticulated reasons are vague and variable. The shift in the ontological perspective requires us to reject a kind of retrospective analysis. In this regard, we should consider the impact of the observer effect on the assessment of conceptual development: This effect implies that it is not until a person is asked to provide her reason that her reason comes to exist. Finally, the authors will derive implications from the ontology: the teachers' dual roles of enhancing students' conceptualization and of assessing their current conceptual development and the implicit connection between inferentialist approaches and design research. [ABSTRACT FROM AUTHOR]

Health information portals (HIPs) are now well-established channels for providing reliable and relevant health information as a service to health information consumers. The concept of a smart health information portal was proposed to improve the search experience of HIP users, advancing HIPs learning capability by looking at usage data. This paper describes a design-science research project which utilized insights from usage data to address search issues. A conceptual approach and an architecture to enable usage-driven capability are described. We propose two specific applications, a HIP-specific content issue reporting tool and a topic search feature, to demonstrate how usage data can enhance HIP operations and users' search experience. Based on the demonstrated implementations and empirical analysis, this paper also discusses how usage-driven design can lead to improved service in online health information provision. [ABSTRACT FROM AUTHOR]

Understanding the intricate quantifier relations in the formal definitions of both convergence and continuity is highly relevant for students to use these definitions for mathematical reasoning. However, there has been limited research about how students relearn previous school mathematics for understanding multiply quantified statements. This issue was investigated in a case study in a 5-week teaching unit, located in a year-long transition course, in which students were engaged in defining and proving sequence convergence and local continuity. The paper reports on four substantial changes in the ways students relearn school mathematics for constructing quantified statements: (1) endorse predicate as formal property by replacing metaphors of epsilon strips with narratives about the objects ε, Nε, and ∣an − a∣; (2) acknowledge that statements have truth values; (3) recognize that multiply quantified statements are deductively ordered and that the order of its quantifications is relevant; and (4) assemble multiply quantified statements from partial statements that can be investigated separately. These four changes highlight how school mathematics enables student to semantically and pragmatically parse multiply quantified statements and how syntactic considerations emerge from such semantic and pragmatic foundations. Future research should further investigate how to design learning activities that facilitate students' syntactical engagement with quantified statements, for instance, in activities of using formal definitions of limits during proving. [ABSTRACT FROM AUTHOR]

The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers' pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers' self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course. [ABSTRACT FROM AUTHOR]

The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers' practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies. [ABSTRACT FROM AUTHOR]

In this paper we chart epistemological similarities between shared function talk in biology and the engineering sciences, focusing on the notions of biological advantage function and technical advantage function. We start by showing that biological advantage function ascriptions are common in biology and that technical advantage function ascriptions are common in engineering science. We then proceed to show that these ascriptions have a very similar structure and that their epistemic value also is similar: both biological advantage function and technical advantage function ascriptions provide the means to answer what-would-happen-if questions. We develop and illustrate our claims with four case studies: two from biology, and two from engineering design research. Our results offer new insights into a relatively neglected (but very important) issue in both philosophy of biology and technology, viz. assessing the explanatory and predictive utility of function ascriptions. [ABSTRACT FROM AUTHOR]

With the increasing tension of current coal resources and the increasing depth of coal mining in China, Non Coal Pillar Gob-side Entry Retaining Technology has become a preferred coal mining method in underground coal mines. In the current study of the non coal pillar gob-side entry retaining mining with roof cutting and pressure releasing, the theory and design of roof cutting under near-level conditions have formed a certain system. However, there is a lack of systematic research on the design of the roof cutting and the connection requirement of the cutting seam and other aspects about the inclined coal seam. Therefore, choosing the concrete representative target mines as the research foundation, using mechanics analysis, geometric analysis, numerical simulation and other means, on the basis of considering the change of mining height, this paper mainly studies about the effect of coal seam inclination on roof slit depth and angle, then get the three steps of the cutting height design, the three considerations of the roof cutting angle design and the connection rate requirement of the roof cutting. At last the key roof cutting parameters of the three target mines are calculated accordingly. Based on the existing research, this paper puts forward the concept and design method of roof cutting connectivity rate. The design system of roof cutting seam parameters of non coal pillar gob-side entry retaining mining with roof cutting and pressure releasing is further improved, and the corresponding calculation method is deduced for the design of the key parameters of the inclined coal seam and the gently inclined coal seam, and proposing the second roof cutting scheme of the upper side gob-side entry retaining. [ABSTRACT FROM AUTHOR]

Understanding the role of iterations is an important topic within design research and design practice. Iterations often involve rework and thus often increased costs and completion time. Many theories and studies ascribe iterations either to the social or technical complexity of the design process. Here, we join the two perspectives by analysing metadata of more than 3000 documents produced during the design of a biomass power plant. We gain insights by using network analysis and by visualising the temporal unfolding of the design process. Subsequently, we develop a statistical model to rigorously test multiple hypotheses showing that iterations are a combination of technical and social factors. The paper shows that iterations increase when the number of stakeholders/participants increases and when external suppliers are involved. Iterations are lower in presence of integrative activities. Furthermore, the paper shows the existence of synergistic interactions between nodes' in-going and out-going flow in both activity and team networks associated with an increase in iterations. [ABSTRACT FROM AUTHOR]

The theory of Instrumental Genesis (IG) accounts for the mutual evolution of artefacts and their uses, for specific purposes in specific environments. IG has been used in Computer-Supported Collaborative Learning (CSCL) to explain how instruments are generated through the interactions of learners, teachers and artefacts in 'downstream' classroom activities. This paper addresses the neglected 'upstream' activities of CSCL design, where teachers, educational designers and educational technologists use CSCL design artefacts in specific design-for-learning situations. The paper shows how the IG approach can be used to follow artefacts and ideas back and forth on the CSCL design and implementation pathway. It demonstrates ways of tracing dynamic relations between artefacts and their uses across the whole complex of instrument-mediated activity implicated in learning and design. This has implications for understanding the communicability of design ideas and informing the iterative improvement of designs and designing for CSCL. [ABSTRACT FROM AUTHOR]

The article explores an issue on a more technical end of design research which is conducted in industrial design programs in leading art and design universities, technical universities and software research programs in Europe. It presents a collection of papers that represents some of the best pieces of ongoing work in that field. The research aims to provide readers a map that would be helpful to understand the papers in terms relevant to a person with background in the social sciences. The writers have established a device, an artwork or an environment which is used as a kind of physical hypothesis to determine whether their theoretical work made sense.

The notation of a modeling language is of paramount importance for its efficient use and the correct comprehension of created models. A graphical notation, especially for domain-specific modeling languages, should therefore be aligned to the knowledge, beliefs, and expectations of the targeted model users. One quality attributed to notations is their semantic transparency, indicating the extent to which a notation intuitively suggests its meaning to untrained users. Method engineers should thus aim at semantic transparency for realizing intuitively understandable notations. However, notation design is often treated poorly—if at all—in method engineering methodologies. This paper proposes a technique that, based on iterative evaluation and improvement tasks, steers the notation toward semantic transparency. The approach can be efficiently applied to arbitrary modeling languages and allows easy integration into existing modeling language engineering methodologies. We show the feasibility of the technique by reporting on two cycles of Action Design Research including the evaluation and improvement of the semantic transparency of the Process-Goal Alignment modeling language notation. An empirical evaluation comparing the new notation against the initial one shows the effectiveness of the technique. [ABSTRACT FROM AUTHOR]

After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students' mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist. [ABSTRACT FROM AUTHOR]

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs. [ABSTRACT FROM AUTHOR]

From a mixed perspective of the fields of computational creativity and design research, we present a formal framework called Computational Creative Design Systems Framework (CCDSF) for describing, analyzing, and modeling Computational Creative Design Systems (CCDSs), either as autonomous agents or as collaborative systems integrating different agents, including both pure computational and human–computer scenarios. The CCDSF extends and unifies three existing frameworks: (i) the Function–Behavior–Structure framework for designing, to integrate design domain-specific knowledge; (ii) the Creative Systems Framework, to model design as a creative process; and (iii) the Conceptual Spaces Theory framework, to define the CCDSF at a more neutral level to be compatible with both the conceptual-space nature of the creative process and the implementation-level representation systems. The CCDSF core is a layered schema that structures the activity of designing through design concepts produced by design processes instrumented by agent-specific perception and action strategies, within a hierarchy of what we call design levels. Each layer of the schema constitutes a creative system that can implement exploratory, combinational, and transformational creativity mechanisms, including the possibility of defining the system at a meta-creative level. The hierarchical arrangement of creative systems defines the architecture of a CCDS. This architecture enables modeling CCDSs considering both the perspective of the generation and evaluation of artifacts that could be deemed creative and the precise modeling of the cognitive process of design, emphasizing its situated nature. To illustrate its usefulness, in the last part of this paper, we use the proposed framework to describe a real system in the videogame design domain. [ABSTRACT FROM AUTHOR]

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students' mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students' mathematical reasoning processes such as generalization and justification. [ABSTRACT FROM AUTHOR]

Design, design research, and design science have received increasing attention lately. This has led to a more scientific focus on design that then has made it timely to reconsider our definitions of the design theory concept. Many scholars in Information Systems assume a design theory requires a complex and elaborate structure. While this structure has appeal for its completeness and complexity, it has led scholars to criticize simplicity and elegance in design science theories that fail to demonstrate the “required” elements. Such criticisms lead to questions about whether design theory can be considered theory at all. Based on a study of notable design writing in architecture, finance, management, cognitive psychology, computer science as well as information systems and the philosophy of science, the authors demonstrate that design theory consists of two parts: a design practice theory and an explanatory design theory. An explanatory design theory provides a functional explanation as to why a solution has certain components in terms of the requirements stated in the design. For explanatory design theory, only two elements are essentially necessary for a complete design theory: requirements and solution components. The argument is logical as well as empirical; the authors give examples of design theory drawing from IS as well as other design-related fields show how design theory can be both simple and complete. The paper concludes with a proposal for explanatory design theory. [ABSTRACT FROM AUTHOR]

This paper provides a nuanced perspective on the topic of user-centred design (UCD) in the human–computer interaction (HCI) field. After a brief outline of its emergence, we describe some of the central tenets of the approach, using the process model of Gulliksen et al. ( Behav Inf Technol 22(6):397–409, ) as a well-documented exemplar. We then examine in more detail some of the difficulties one can encounter in performing user-centred design (UCD), illuminating these issues through vignettes from specific projects in which we have been involved. In this paper, we focus on issues that can arise in working with children and with people of differing mental abilities. Our argument is that, while a user-centred perspective is required at all times in the design team, the forms of participation of users in the design process needs to fit the context and can vary significantly from that presented as the prototypical UCD approach. [ABSTRACT FROM AUTHOR]

Interaction design of mobile systems is a complex activity because it requires considering new usability and user experience aspects in order to exploit the peculiar characteristics of mobile devices, such as their pervasive and ubiquitous nature. This paper discusses issues about designing, developing and evaluating mobile systems. Italy has a rich cultural heritage, and the focus in this study is on the design of systems that enable interactive exploration of historical sites, not only for enhancing the user experience but also for learning purposes. The experience of the researchers at the Interaction, Visualisation and Usability lab, University of Bari, Italy, in designing a mobile learning system, called Explore!, which supports young students learning ancient history during a visit to archaeological parks, is reported. The evaluation of Explore! through systematic field studies shows that the adopted approach is able to transform the visit to archaeological parks into a more complete and culturally rich experience. [ABSTRACT FROM AUTHOR]

Software development is the process of building systems that solve users' need and satisfy stakeholders' objectives. Such needs are determined through requirements elicitation, which is considered an intensive, complex, and multi-disciplinary process. Traditional methods of elicitation often fail to uncover requirements that are critical for successful and wide-scale user adoption because these methods primarily focus on the technical aspects and constraints of the systems rather than considering a socio-technical perspective. The success of information system development involves the identification of the social, organizational and technical features of the systems, which in turn can result in a more acceptable system by users. In this paper, we propose a requirements elicitation process based on socio-technical (ST) systems theory. The process leverages ST system components to help identify a set of ST imbalances, which in turn help in requirements elicitation. The applicability of the process is demonstrated using empirical investigation with a randomized two-group experimental design, where the objective is to see the potential of the proposed process to enhance analysts' understanding of socio-technical aspects of a domain, interview readiness, and questionnaire quality. [ABSTRACT FROM AUTHOR]

The a posteriori novelty metric proposed in 2003 by Shah and colleagues is still one of the most widely used in design research, constituting the reference for many experiments on creativity and effectiveness of ideation. However, recent research highlights that in the presence of ideas implementing different numbers of attributes, some non-negligible problems arise. The objective of this paper is to estimate the potential errors that can be committed when applying the metric of Shah et al. in these situations. The investigation has been performed by relying on a high number of randomly generated virtual sets of ideas. The results obtained revealed that the problem of "missing attributes", if not opportunely faced, leads the considered metric to misleading novelty scores. [ABSTRACT FROM AUTHOR]

The aim of this paper is on the one hand to discuss from an APOS (Action–Process–Object–Schema) theory perspective the mental constructions involved in the learning of linear algebra, through examples concerning the linear transformation concept and related notions. On the other hand, methodological issues related to the design of research instruments and implementation of didactic interviews are discussed, supported by empirical data. Detailed analysis of transcripts from an interview with a student focuses on strategies used in interviewing as well as the mental stages involved in the construction of some linear algebra concepts. Due to the strategies employed, during the interview it is possible to witness the transition between different conceptions. A discussion of the relationships and interactions between different mental structures and mechanisms that play a role in the development of knowledge is provided, including theoretical considerations on the matter. Recommendations about pedagogical strategies are included. [ABSTRACT FROM AUTHOR]

Mathematical and scientific knowledge are integral to preparing our population to be actively engaged and responsible citizens. Science and mathematics education, however, has mainly focused on concepts and skills detached from societal implications. In this paper we present an interdisciplinary international design research study in which we developed teaching and professional development materials connecting mathematics and science education to citizenship education. We outline the design research process, its theoretical basis as well as the design products. The study shows that it is indeed possible to develop such approaches supporting active citizenship and thereby the development of 21st century skills in mathematics education, thus strengthening the role of mathematics education in the STEM field. [ABSTRACT FROM AUTHOR]

The workplace practices of engineers have changed due to the ubiquity of digital technology. So-called techno-mathematical literacies (TmL), seen as a domain specification of 21st-century skills, are essential for future engineers. How these TmL can be fostered in their education, however, is still unclear. To address this issue, we conducted a design study in which we developed a course in applied mathematics for higher technical professional education with TmL as central learning goals. This paper describes the design and implementation of the course in a first design cycle with 59 chemistry students. We focus on the teaching strategies that the lecturer used to stimulate the development of students' TmL. In classroom discussions, in the so-called feedback hours on which students' collaborative work on TmL was centered, context-based cases were discussed. Results include didactical, process, and inquiry-based learning strategies used by the lecturer. [ABSTRACT FROM AUTHOR]

Focus groups are increasingly used in industry to elicit data on product users' less tangible needs and associated product symbolism. This can have a considerable impact on a product's subsequent sales and hence is commercially extremely valuable design research. This paper provides an overview of an action research project which placed both a designer and an undergraduate designer, rather than a market researcher in direct contact with users in focus groups. The aim of the work was two-fold: firstly to develop a protocol for a designer to manage focus groups effectively, and secondly to see if this experience could improve the designer's ability to empathise with a range of users (socio- economic, culture, gender, age or abilities). In reporting the above, the paper also attempts to extrapolate the findings to a schools context; could focus group methods be used be used by students at a school level both as a vehicle for design research and as a learning tool? This paper provides a background to focus group methods, together with their advantages and limitations. The action research project is described and three case studies within it are outlined. The protocols developed are described. The final section of the paper looks at the degree to which this work could be extrapolated to schools level design work both in the United Kingdom and internationally. [ABSTRACT FROM AUTHOR]

This article proposes using scaled fabrication models to assist the design research of 3D-printed discrete concrete structures where full-scale fabrication tests are costly and time-consuming. A scaled fabrication model (SFM) is a scaled model 3D-printed the same way as in actual construction to reflect its fabrication details and acquire alike layer line textures. The components of a 1:10 SFM can be eas- ily produced by consumer-level desktop 3D printers with minimal modification. SFMs assist the design communication and make possible quick tests of dis- tinct fabrication designs that are hard to assess in digital modeling [Response to 1.1] during the conceptual design phase. A case study of a discrete compression- dominant funicular floor derived from graphic statics is presented to illustrate the contribution of SFM to the design research of force-informed toolpathing where the printing direction of a component is aligned to the principal stress line. The design iterations encompass a sequence of component, partial, and full model SFM printing tests to explore and optimize the fabrication schemes where par- allel, non-parallel, and creased slicing methods to create toolpaths are compared and chosen to adapt different discrete components. [ABSTRACT FROM AUTHOR]

Cellular structures are made up of an interconnected network of plates, struts, or small unit cells and acquire many unique benefits such as, high strength-to-weight ratio, excellent energy absorption, and minimizing material requirements. When compared with the complicated conventional processes, additive manufacturing (AM) technology is capable of fabricating geometries in almost all types of shapes, even with the small cellular structures inside, by adding material layer-by-layer directly from the digital data file. All major industries have been exploiting the benefits of cellular structures due to their prevalence over a wide range of research fields. To date, there are a few state-of-the-art reviews compiled focusing on a specific area of lattice structures, but many aspects still need to be reviewed. Therefore, this paper aims to provide a comprehensive review of the various lattice morphologies, design, and the AM of the cellular structures. Furthermore, the superior properties of the additively fabricated structure, as well as the applications and challenges, are presented. The conducted review has identified the significant limitations and gaps in the existing literature and has highlighted the areas that need further research in the design, optimization, characteristics, and applications, and the AM of the cellular structures. This review would provide a more precise understanding and the state-of-the-art of AM with the cellular structures for engineers and researchers in both academia and industrial applications. [ABSTRACT FROM AUTHOR]

Attention to mathematical reasoning in curriculum standards is part of an international trend, but identifying and understanding reasoning continues to challenge teachers.We report on one component of an Australia-wide initiative supporting teachers to implement innovative pedagogies. This paper contains insights from design research that focused on trialling classroom materials to support elementary teachers in their planning and assessment of mathematical reasoning. Findings confirmed planning is a critical step to developing learning experiences that elicit student reasoning, including consideration to task modifications and teacher questioning. Teachers' capacity to assess their students' reasoning was explored using the purposefully designed Assessing Mathematical Reasoning Rubric. The results reveal the complexity involved in constructing accurate judgements of students' reasoning capabilities, particularly appreciating the non-linear nature of mathematical reasoning and the need to draw on multiple sources of evidence. Implications for supporting teachers in their planning for, and assessing of, mathematical reasoning are raised. [ABSTRACT FROM AUTHOR]

With current digital technologies, people have large archives of digital media, such as images and audio files, but there are only limited means to include these media in creative practices of crafting and making. Nevertheless, studies have shown that crafting with digital media often makes these media more cherished and that people enjoy being creative with their digital media. This paper aims to open up the way for novel means for crafting, which include digital media in integrations with physical construction, here called 'hybrid crafting'. Notions of hybrid crafting were explored to inform the design of products or systems that may support these new crafting practices. We designed 'Materialise'-a building set that allows for the inclusion of digital images and audio files in physical constructions by using tangible building blocks that can display images or play audio files, alongside a variety of other physical components-and used this set in four hands-on creative workshops to gain insight into how people go about doing hybrid crafting; whether hybrid crafting is desirable; what the characteristics of hybrid crafting are; and how we may design to support these practices. By reflecting on the findings from these workshops, we provide concrete guidelines for the design of novel hybrid crafting products or systems that address craft context, process and result. We aim to open up the design space to designing for hybrid crafting because these new practices provide interesting new challenges and opportunities for future crafting that can lead to novel forms of creative expression. [ABSTRACT FROM AUTHOR]

Innovative teaching practices such as inquiry-based learning (IBL) have long been topics of discussion amongst mathematics and science educators. However, it is not easy to change day-to-day teaching on a large scale. The relevant question of how to promote a widespread uptake of IBL in day-to-day teaching therefore needs more consideration. In order to ensure such uptake of IBL in a variety of different contexts, a model including dissemination and implementation strategies needs to be designed. In this paper, we present the design of a focused and flexible model for dissemination and implementation as developed within the international project PRIMAS, funded by the EU under Framework 7. The design of this model is rooted in design research. We will outline and explain the complexity of the model, including its theoretical basis, its iterative approach for evaluation and refinement, and its intended contributions to research. [ABSTRACT FROM AUTHOR]

This paper describes the design, deployment, analysis, and evaluation of a learning scenario focused on exploring the educational potential of location-based games. Through its design and rationale, the scenario serves as an illustration of how students can learn through the collaborative design and playing of location-based games. It involves an exploration of the pedagogical potential of students as game designers, through a study of students designing location-based games for peers in order to learn history. This shows the potential of using both authoring tools to have students engage creatively with subject matter and as a focal point of collaborative learning activity. As the topic of the scenario revolved around learning about history, we also found that the ways they relate to this topic when using location-based games offers a new way of integrating curricula in learning activities, and that it is key to think beyond a single subject and look at cross-curricular elements and goals in such scenarios. We offer a very detailed description and analysis of the practical accomplishment of the learning activities involved in the collaborative design of location-based games. [ABSTRACT FROM AUTHOR]

Macro-task crowdsourcing presents a promising approach to address wicked problems like climate change by leveraging the collective efforts of a diverse crowd. Such macro-task crowdsourcing requires facilitation. However, in the facilitation process, traditionally aggregating and synthesizing text contributions from the crowd is labor-intensive, demanding expertise and time from facilitators. Recent advancements in large language models (LLMs) have demonstrated human-level performance in natural language processing. This paper proposes an abstract design for an information system, developed through four iterations of a prototype, to support the synthesis process of contributions using LLM-based natural language processing. The prototype demonstrated promising results, enhancing efficiency and effectiveness in synthesis activities for macro-task crowdsourcing facilitation. By streamlining the synthesis process, the proposed system significantly reduces the effort to synthesize content, allowing for stronger integration of synthesized content into the discussions to reach consensus, ideally leading to more meaningful outcomes. [ABSTRACT FROM AUTHOR]

This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they introduced the eight steps of the engineering design process (from content standards for the state of Massachusetts, USA). The teachers demonstrated wide-ranging knowledge of the engineering design process, and this paper describes two of the steps the teachers showed a more sophisticated understanding-constructing a prototype and redesigning. Examples from the teachers illustrate strengths that can be built upon as well as some areas for further development. [ABSTRACT FROM AUTHOR]

Performance indicators play a key role in management practice. The existence of a coherent and consistent set of performance indicators is widely regarded as a prerequisite to making informed decisions in line with set objectives of the firm. Designing such a system of performance indicators requires a profound understanding of the relations between financial and non-financial metrics, organizational goals, aspired decision scenarios, and the relevant organizational context-including subtleties resulting from implicit assumptions and hidden agendas potentially leading to dysfunctional consequences connected with the ill-informed use of performance indicators. In this paper, we investigate whether a domain-specific modeling method can address requirements essential to the reflective design of performance measurement systems, and which structural and procedural features such a method entails. The research follows a design research process in which we describe a research artifact, and evaluate it to assess whether it meets intended goals and domain requirements. In the paper, we specify design goals, requirements and assumptions underlying the method construction, discuss the structural specification of the method and its design rationale, and provide an initial method evaluation. The results indicate that the modeling method satisfies the requirements of the performance measurement domain, and that such a method contributes to the reflective definition and interpretation of performance measurement systems. [ABSTRACT FROM AUTHOR]