Developing creativity and problem-solving skills of engineering students: a comparison of web- and pen-and-paper-based approaches

ABSTRACT

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills.

KEYWORDS:

• Web-based tool
• problem solving
• creativity
• digital-based learning
• substance–field analysis
• MATCEMIB
• TRIZ
• brainstorming

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Andrew Valentine is a PhD student at the Royal Melbourne Institute of Technology. His research focuses on investigating the potential for integrating web-based tools into engineering curricula for the purpose of teaching students problem-solving skills.

Iouri Belski, PhD, is a Professor of Engineering Problem Solving with the School of Electrical and Computer Engineering at the Royal Melbourne Institute of Technology. His research interests include engineering creativity and transformation from novices to experts in engineering. Iouri is a TRIZ Master, a recipient of the 2009 Australian Award for Teaching Excellence and the 2016 National Senior Teaching Fellowship.

Margaret Hamilton is an Associate Professor in the School of Computer Science and Information Technology at RMIT University. Her research is in the area of Human–Computer Interaction and the use of technology in education. In particular, she has studied the application of technology to introductory programming, academic integrity, mobility and problem-solving.

ORCID

Andrew Valentine http://orcid.org/0000-0002-8640-4924