Human-Centered and Psychological Concepts in Undergraduate Engineering Project Documentation

• In Event: Undergraduate Instruction and Experiences in Engineering and Computer Science

Abstract

The success of human-centered engineering is facilitated by a working understanding of human thoughts, feelings, and behaviors. Although we do not expect students to possess broad or deep understanding of psychology, exploring their current knowledge can reveal (a) emerging conceptions to be elaborated via instruction or (b) knowledge gaps that represent opportunities for insight. This paper qualitatively explores the inclusion of human-centered and psychological concepts in undergraduate engineering students’ project documentation. Findings indicate that students referenced human-centered design processes (e.g, empathy and ideation) very rarely, and instead focused heavily on manufacturing procedures. However, several psychological concepts were spontaneously cited (e.g., user anxiety and frustration). We consider how opportunistic instruction could introduce or further elaborate relevant principles.

Authors

• Rod D. Roscoe, Arizona State University Polytechnic

• Samuel T Arnold, Arizona State University

• Chelsea K Johnson, Arizona State University