Usefulness of prototypes in conceptual design: students’ view

Planning prototyping strategies for conceptual design purposes is a crucial activity, which needs a clear understanding of the potentialities of the different typologies of prototype. Therefore, to prepare future designers, it is very important to provide the required information in design-related academic courses. However, prototypes and prototyping activities are often taught in specific courses with a major emphasis on the underpinning technologies, but with limited attention on design implications, especially about the fuzzy-front-end of the design process. The work presented in this paper aims at investigating about how students perceive the usefulness of prototypes during conceptual design activities, in order to provide first indications about the gap to be filled. To this purpose, two classes of students participated to an experimental session, and were asked to perform a conceptual design task individually. Subsequently, they participated to an on-line survey developed to gather information about the perceived usefulness of prototypes, in relation to the performed conceptual design activity. Several findings have been obtained from this work, but maybe the most impacting one concerns the different consideration that the two samples of students had about the fidelity of prototypes. Indeed, differently from what recently highlighted in current literature, it emerged that engineering students preferred low-fidelity prototypes. However, other unexpected evidences have been found, which highlight that at least for the considered institution, students still lack a comprehensive understanding of the design-related potentialities of prototypes.