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World economic forum reported, creativity is one of the most sought after skills by employers globally. Preliminary research lead to multiple initiatives on enhancing creativity and innovation. To contribute in this field, we investigated the effect of two interventions on the creativity of undergraduate engineering students, particularly on engineering design concept generation. The primary focus of investigation was on assessing the effect of two interventions, 1) combining and 2) classifying concepts, on the originality and quantity of the concept produced. In this research, we used the Decision Tree for Originality Assessment in Design (DTOAD) as a measure of concept originality. Statistical analysis showed that both the combine and classify interventions lead to more original concepts. During quantity assessment, we found students produced the higher quantity of radically different concept, i.e. concepts with originality score 7.5 and above, after interventions despite a decrease in overall quantity. These interventions do work and thus can be encouraged as the part of an ideation method or an engineering problem solving task in undergraduate engineering education to help them develop creative skills.

Engineering Design Concept Generation: The Effect of Concept Combination and Classification