Problem or solution focused? Ill-defined design problems and the influence of design ability

Abstract

A comparative analysis examines responses to an ill-defined design problem between industrial design students and those with no design ability. Distributions of and transitions between naming, framing, moving and reflecting were compared. Design student protocols were characterised by significantly increased moving activity. Non-design student activity indicated increased naming. Results indicate design ability as providing opportunities for appositional reasoning between problem and solution ideation. Implications for engagement with ill-defined design problems are discussed.