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Mixed quantitative and qualitative methods are used: a survey in the first phase to assess perceptions and awareness of OST, followed by case-study based qualitative feedback from an ID studio course. Results show student willingness to adopt OST to overcome design-process challenges.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nOnder Erkarslan, Izmir Institute of Technology, Turkey  \nZeynep Aykul, Izmir Institute of Technology, Turkey  \nAbstract  \nThe purpose of the study was to evaluate the adoptability of Open Source Tools (OST) as a learning strategy in undergraduate Industrial Design (ID) education. OST has the potential for students to overcome certain difficulties in specific tasks, such as design presentation, design research, design decision, concept generation and design documentation. In this study, both quantitative and qualitative methodologies are used to develop the research. Asthe first step of the research, quantitative methodology is employed, using a survey method to collect data from students. The survey investigates industrial product design students’perceptions of difficult tasks and their reasons, as well as their awareness of OST. In the second phase of the study, qualitative methodology is followed to acquire feedback on the proposal regarding Open Source (OS) use in an ID studio course using case studies. The simulation follows qualitative methodology, using primarily observations and obtaining verbal feedback. The results indicated that students were willing to adopt OST as an effective design tool and to overcome difficulties in the design process.  \nKeywords  \neducational technology; open source tools; adoptability; problem solving; industrial design education  \nIntroduction  \nThe basis of openness is accessibility which means people can access to view, modify and use something. The Internet gave momentum to Open Design (OD) and its other elements like Open Innovation (OI), Open Source (OS) hardware, software, etc. because it made sharing possible from anywhere and also made it easier for students to access proprietary software, applications and the tools. Open Source Culture is the creative practice of appropriation and free sharing of found and created content including collage, found footage film, music, and appropriation art. In OS, the main function is collaborative effort, where people can use, improve and distribute software within the community. Anyone can contribute to a source with his or her knowledge and experience. Each of OI, OS, and OD refer to one of the steps of accessibility which are: to view, modify, and use (Avital, 2011) .  \n“OD is a catchall term for various on-and off-line design and making activities. It can be used to describe a type of design process that allows for (is open to) the participation of anybody (novice or professional) in the collaborative development of something”. (Tooze, Baurley, Phillips, Smith, Foote & Silve, 2014, p. 538) .  \nOpen Source Tools (OST) are software tools that are freely available without a commercial license. Many different kinds of OST allow developers and others to do certain things in programming, as well as maintain technologies or other types of technology tasks. OST offer an easy, cheap, and practical way to express design ideas. In addition to ID contribution to OSTand the evolution of these tools in favour of ID, OST can assist with design processes in terms of easiness, low cost, and practicality. OST are valuable tools for both the design education community and the OD practitioner community because of their multidisciplinary nature. Previous practices in ID were mostly concerned with making the products given to designers look and function better. ID as a field has stopped approaching design as the act of making objects and reinterpreted the responsibility of the designer to fulfil the needs of people (Sanders & Stappers, 2011) .  \nID education involves a combination of the visual arts disciplines and technology, utilizing problem-solving and communication skills (NASAD, 2008) . Specific NASAD standards and guidelines for ID programs in the United States comprise 30-35% of the total program; supportive course in design, related tec","cbCairuplMzYwaNS","https://ap.wps.com/l/cbCairuplMzYwaNS","pdf",1006541,31,"English","# Abstract\n# Keywords\n# Introduction\n## Openness, open design, and open source concepts\n## Open source tools and relevance to industrial design education\n## Industrial design education needs and tool-based learning\n# Literature background","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To evaluate how readily Open Source Tools can be adopted as a learning strategy in undergraduate Industrial Design education.\"},{\"question\":\"Which research methods are used in the study?\",\"answer\":\"A mixed approach is used: a quantitative survey to collect student data, followed by qualitative case studies with observations and verbal feedback in an ID studio course.\"},{\"question\":\"What design difficulties are OST expected to help with?\",\"answer\":\"Difficult tasks including design presentation, design research, design decision-making, concept generation, and design documentation.\"}]","Evaluating Adopt-ability of Open Source Tools for Problem Solving in Specific Design Tasks in Industrial Design Education | PDF",1792089721,78]