知識於創意設計中的角色

How knowledge works in creative design

陳玫伶(Mei-Ling Chen)

指導教授 ： 王鴻祥

國立臺北科技大學/設計學院/創新設計研究所/碩士(2007年)

https://doi.org/10.6841/NTUT.2007.00344

摘要

許多領域都是學歷愈高、知識愈多、成就愈佳，然而設計卻似乎不是這麼一回事，在設計競賽中得獎者不見得是設計研究生或高材生，難道創造力與知識真的為倒U字形曲線？本文旨在探討創造力與知識的關係。從文獻中將知識歸納成四類：經驗知識、領域基本知識、領域設計知識、及操作型知識，並細分創造力組成因子為：新穎性、問題解答性、造形性。以60名工業設計、家室設計及其他設計領域的大學生與研究生為受測者，進行實驗研究。結果發現（1）知識與創造力的關係取決於問題的屬性：熟悉的問題，領域知識充足，各種知識使用愈多創造力表現愈佳，以操作型知識最為重要；陌生的問題，領域知識較少，知識使用愈多創造力表現不一定愈佳，需同時使用領域基本知識與領域設計知識才能產生創造性。（2）領域基本知識可提升問題解答性，領域設計知識有助於新穎性與造形性的產生，操作型知識於熟悉的問題中對創造力組成因子皆有益處。經驗知識為領域知識的「替身」，無助於創造力表現。（3）學歷、設計年資愈高創造力表現愈好，表示擁有的知識量愈多創造力成就愈佳，但知識擁有愈多不等於知識使用愈多。

關鍵字

創造力 ； 設計知識 ； 設計過程 ； 創意設計 ； 創意思考

並列摘要

In many fields, the more knowledge, the greater achievements; however, it seems not the case in design. For example, those who have higher education and more experiences are not the winners in design competitions all the time. This thesis investigates the function of the knowledge used in creative design process. Four types of knowledge were defined: experience knowledge, domain-specific basic knowledge, domain-specific design knowledge, and operational knowledge. Three criteria for assessing creativity performance were used: novel, resolution, and style. Sixty participants, including undergraduate and graduate students of industrial design, interior design, and visual communication, individually took two conceptual design tasks and described their design process. The results indicate that: (1) the relationship between design creativity and knowledge depends on the nature of the problem, since the participants have more domain knowledge in familiar problem, and have less in unfamiliar problem. For the familiar problems, the operational knowledge is significant; for the unfamiliar problems, the domain-specific basic knowledge and domain-specific design knowledge are influential. (2) Domain-specific basic knowledge is good for resolution. Domain-specific design knowledge contributes novel and style. Operational knowledge is beneficial to three criteria in familiar problem. Experience knowledge is the “stand-in” for domain knowledge, and is unhelpful to creativity. (3) The designers have longer working time and higher education (meaning possessing more knowledge), generate more creative solution. Nevertheless, the amount of a designer’s knowledge is not equal to the amount of knowledge he or she used in the design process.

並列關鍵字

Creativity ； Creative design ； Design knowledge ； Design thinking

參考文獻

王鴻祥 (2000). 非單調設計推理的設因命題邏輯: 國立台灣大學建築與城鄉研究所博士論文.台北.

Amabile, T. M. (1996). Creativity in context: Update to The Social Psychology of Creativity. CO: Westview Press.

Ahmed, S. (2004). Understanding the knowledge needs of novice designers in the aerospace industry. Design Studies, 25, 155-173.

Ahmed, S. (2005). Encouraging reuse of design knowledge a method to index knowledge. Design Studies, 26, 565-592.

Ahmed, S., & Wallace, K. M. (2004). Understanding the knowledge needs of novice designers in the aerospace industry. Design Studies, 25, 155–173.