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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 263 journals)
    - CERAMICS, GLASS AND POTTERY (25 journals)
    - MACHINERY (32 journals)
    - PACKAGING (14 journals)
    - PAPER AND PULP (3 journals)
    - PLASTICS (25 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (154 journals)                  1 2     

Advanced Technology for Learning     Full-text available via subscription   (176 followers)
Advances in Adaptive Data Analysis     Hybrid Journal   (5 followers)
Advances in Manufacturing     Hybrid Journal   (4 followers)
Advances in Manufacturing Science and Technology     Open Access   (4 followers)
American Journal of Applied Sciences     Open Access   (27 followers)
American Journal of Nanotechnology     Open Access   (6 followers)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (4 followers)
Applied Ergonomics     Full-text available via subscription   (8 followers)
Asia Pacific Biotech News     Hybrid Journal   (1 follower)
Asian Journal of Applied Sciences     Open Access   (2 followers)
Australian Journal of Learning Difficulties     Hybrid Journal   (5 followers)
Australian TAFE Teacher     Full-text available via subscription  
Behavioral and Cognitive Neuroscience Reviews     Hybrid Journal   (10 followers)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access  
Biotechnology     Open Access   (5 followers)
Biotechnology Progress     Hybrid Journal   (21 followers)
Building Service Engineering Research and Technology     Hybrid Journal   (4 followers)
Bulletin of Science, Technology & Society     Hybrid Journal   (4 followers)
CATTECH     Hybrid Journal   (1 follower)
Centaurus     Hybrid Journal   (3 followers)
Circuit World     Hybrid Journal   (5 followers)
Cold Regions Science and Technology     Hybrid Journal   (2 followers)
Comparative Technology Transfer and Society     Full-text available via subscription   (1 follower)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (7 followers)
Composites Science and Technology     Hybrid Journal   (29 followers)
Comprehensive Therapy     Hybrid Journal   (2 followers)
Control Theory and Informatics     Open Access   (3 followers)
Cryoletters     Full-text available via subscription   (2 followers)
Design Studies     Hybrid Journal   (15 followers)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (2 followers)
Economics of Innovation and New Technology     Hybrid Journal   (7 followers)
Environmental Technology     Hybrid Journal   (1 follower)
Fibers     Open Access   (5 followers)
Fibers and Polymers     Full-text available via subscription   (3 followers)
foresight     Hybrid Journal   (6 followers)
FORMakademisk     Open Access  
Futures     Hybrid Journal   (9 followers)
Gender, Technology and Development     Hybrid Journal   (5 followers)
History and Technology: An International Journal     Hybrid Journal   (3 followers)
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (5 followers)
IETE Journal of Research     Open Access   (5 followers)
IETE Technical Review     Open Access   (1 follower)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (4 followers)
Informaci√≥n Tecnol√≥gica     Open Access  
Innovation: Management, Policy & Practice     Full-text available via subscription   (8 followers)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (3 followers)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (6 followers)
Integrating Materials and Manufacturing Innovation     Open Access   (7 followers)
International Journal for the History of Engineering and Technology , The     Hybrid Journal   (4 followers)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (6 followers)
International Journal of Automation and Logistics     Hybrid Journal   (1 follower)
International Journal of Bifurcation and Chaos     Hybrid Journal   (1 follower)
International Journal of Biomedical Nanoscience and Nanotechnology     Hybrid Journal   (3 followers)
International Journal of Business and Systems Research     Hybrid Journal   (1 follower)
International Journal of CAD/CAM     Open Access  
International Journal of Critical Infrastructure Protection     Hybrid Journal   (5 followers)
International Journal of Design     Open Access   (11 followers)
International Journal of e-Business Management     Full-text available via subscription   (2 followers)
International Journal of Energy Technology and Policy     Hybrid Journal   (5 followers)
International Journal of Experimental Design and Process Optimisation     Hybrid Journal   (2 followers)
International Journal of Information Acquisition     Hybrid Journal   (1 follower)
International Journal of Innovation and Technology Management     Hybrid Journal   (6 followers)
International Journal of Innovation Science     Full-text available via subscription   (5 followers)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (5 followers)
International Journal of Law and Information Technology     Hybrid Journal   (2 followers)
International Journal of Learning Technology     Hybrid Journal   (6 followers)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (10 followers)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (6 followers)
International Journal of Nano and Biomaterials     Hybrid Journal   (5 followers)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (2 followers)
International Journal of Planning and Scheduling     Hybrid Journal   (1 follower)
International Journal of Production Management and Engineering     Open Access   (2 followers)
International Journal of Quality and Innovation     Hybrid Journal   (2 followers)
International Journal of Quality Engineering and Technology     Hybrid Journal   (2 followers)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (3 followers)
International Journal of Social and Humanistic Computing     Hybrid Journal   (3 followers)
International Journal of System of Systems Engineering     Hybrid Journal  
International Journal of Technoentrepreneurship     Hybrid Journal   (1 follower)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (3 followers)
International Journal of Technology and Design Education     Hybrid Journal   (9 followers)
International Journal of Technology and Globalisation     Hybrid Journal  
International Journal of Technology Intelligence and Planning     Hybrid Journal   (1 follower)
International Journal of Technology Management     Hybrid Journal   (1 follower)
International Journal of Technology Marketing     Hybrid Journal   (3 followers)
International Journal of Technology Transfer and Commercialisation     Hybrid Journal   (1 follower)
International Journal of Technology, Policy and Management     Hybrid Journal  
International Journal of Vehicle Autonomous Systems     Hybrid Journal  
International Journal of Vehicle Design     Hybrid Journal   (5 followers)
International Wood Products Journal     Hybrid Journal  
ISRN Metallurgy     Open Access   (1 follower)
ITL - International Journal of Applied Linguistics     Full-text available via subscription   (8 followers)
Journal for Manufacturing Science and Production     Full-text available via subscription   (7 followers)
Journal for New Generation Sciences     Full-text available via subscription   (2 followers)
Journal of Analytical Science & Technology     Open Access   (4 followers)
Journal of Applied Sciences     Open Access   (5 followers)
Journal of Control & Instrumentation     Full-text available via subscription  
Journal of Control Theory and Applications     Hybrid Journal  
Journal of Design Research     Hybrid Journal   (9 followers)
Journal of Engineering and Technology     Open Access   (5 followers)
Journal of Enterprise Transformation     Hybrid Journal   (1 follower)

        1 2     

International Journal of Technology and Design Education    [11 followers]  Follow    
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
     Published by Springer-Verlag Homepage  [2187 journals]   [SJR: 0.352]   [H-I: 18]
  • An instrument to determine the technological literacy levels of upper
           secondary school students
    • Abstract: Abstract In this article, an instrument for assessing upper secondary school students’ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that employed a phenomenographic research approach to explore students’ conceptions of technology in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 1,245 students on completion of their 12 years of formal schooling. A factor analysis was conducted on the data and Cronbach alpha reliability co-efficients determined. The results show that a five-dimension factor structure (namely, artefact, process, direction/instruction, tinkering, and engagement) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence.
      PubDate: 2014-01-23
  • Representations in simulated workplaces
    • Abstract: Abstract In vocational education students are to be prepared to participate in communities of practice. Hence they need technical skills as well as content knowledge e.g. science and mathematics. Research has shown that the instructional strategy of guided co-construction may lead to deeper understandings within a practice. The research questions in this article aim at finding out whether guided co-construction is an effective strategy in joining experience and general knowledge with representations as tools for communication and orientation. The present study is a qualitative analysis of a design-based research project. Our goal was to establish how the use of representations developed within a process of tandem tricycle construction. We looked for video data that could potentially explain how representations were used in practice and how such use was related to vocational and academic disciplines. Interesting differences could be revealed which were clearly related to differences in the way representations were designed and used in the whole cycle of problem solving (the construction of a technical object). At two of the four schools the representations remained visible and continued to be used until the end of the process. Designing and using representations as a core activity in vocational education could be the key to integrate theory in designing and constructing in the workshop.
      PubDate: 2014-01-17
  • High school student modeling in the engineering design process
    • Abstract: Abstract A diverse group of 20 high school students from four states in the US were individually provided with an engineering design challenge. Students chosen were in capstone engineering courses and had taken multiple engineering courses. As students considered the problem and developed a solution, observational data were recorded and artifacts collected. Quantitative methods were used to identify how students allocated their time across different types of modeling. Qualitative methods were used to review data from three students who spent substantial time engaged in graphical and two kinds of mathematical modeling. These students were profiled and their patterns of modeling are represented visually and described in context. Much of the modeling done by these 20 students was graphical in nature. Few students informed their thinking with mathematical representations, yet predictive mathematical modeling is essential to engineering design. Implications for the classroom include encouraging students to transfer understanding of science and mathematics into technology and engineering contexts through modeling.
      PubDate: 2014-01-12
  • Learning specific content in technology education: learning study as a
           collaborative method in Swedish preschool class using hands-on material
    • Abstract: Abstract This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made during the process. Furthermore, we discuss how the learning study method could be implemented in technology education using hands-on material. Some of the results point to problems of delimiting an object of learning in technology education using hands-on material and the complexity in the relation between content and context in learning. The results also show benefits from the collaborative method where researchers and teachers work together with regards to specific learning content in the technology classroom.
      PubDate: 2014-01-12
  • Scaffolding high school students’ divergent idea generation in a
           computer-mediated design and technology learning environment
    • Abstract: Abstract This comparative study investigates how two groups of design and technology students generated ideas in an asynchronous computer-mediated communication setting. The generated ideas were design ideas in the form of sketches. Each group comprised five students who were all 15 years of age. All the students were from the same secondary school but different classes. In this paper, the problem that led to the study is introduced, and its related topics from the literature review are elaborated in terms of the participation metaphor, online idea generation and scaffolding. With one of the groups supported by scaffold prompts and the other contrasting group not supported, the results showed that the two groups were active in their participation, but content analyses of the generated ideas in the transcripts showed that the group that was supported by scaffold prompts did not generate more divergent ideas than the contrasting group. However, evaluation of the generated ideas showed that there was more quality in the group of students who were supported by scaffold prompts. The findings are discussed and conclusions drawn to gain insights into how scaffold prompts could benefit student learning in terms of idea generation and how future studies in this area could be developed.
      PubDate: 2014-01-12
  • The mediator effects of imagination between learning environment and
    • Abstract: Abstract The purpose of the present study was twofold: (1) to examine the mediator effects of imagination between learning environment and academic performance, and (2) to compare differences between the environment–imagination–performance structural models of science and engineering majors. A survey was administered at eight universities across different regions of Taiwan. The participants in this study were divided into two groups. The first group consisted of 529 science majors, whereas the second group consisted of 523 engineering majors. A confirmatory factor analysis was conducted to confirm the structure of the measures employed in this study. A structural equation modeling was used to test all the hypotheses proposed. With respect to the science group, our results showed that, through the mediation of imagination, learning resources had a dominant impact on academic performance, whereas both human aggregate and organizational measure had moderate influences. In contrast, among the engineering group, both human aggregate and social climate had relatively strong effects on academic performance, whereas both learning resources and organizational measure had mild influence. These findings seem promising enough to warrant further inquiry. They also provide insights for fields in which imaginative talent and creative performance are essential. Finally, practical applications of the present study were suggested, limitations were acknowledged, and future research was discussed.
      PubDate: 2014-01-12
  • Assessing the impact of educational differences in HCI design practice
    • Abstract: Abstract Human–computer interaction (HCI) design generally involves collaboration from professionals in different disciplines. Trained in different design education systems, these professionals can have different conceptual understandings about design. Recognizing and identifying these differences are key issues for establishing shared design practices within the educational community. Contributing to this understanding, we examined whether and how two different populations of students have different knowledge structures with respect to HCI design. We adopted the romantic, conservative and pragmatic dimensions, previously investigated in the related research, to elucidate those differences. This paper compares one specific type of design artefact—conceptual frameworks—created by groups of students with different educational backgrounds: Arts and Engineering. It was based on a set of 22 criteria divided by two main domains: scheme (addressing form) and realm (focusing on contents). The obtained results show that students with background in Engineering (1) focus more on the product of design; (2) rely less on conceptual frameworks to guide the design process; and (3) produce artefacts that are more constrained in terms of signal-to-noise ratio, definition of a symbolic system, and information organization and shaping. We suggest that conceptual frameworks serve to communicate and understand design practice. We note that Engineering students seem to be more susceptible to fixation than Arts students and suggest that an emphasis of reflection-in-action could help compensating this problem.
      PubDate: 2013-12-19
  • Enhanced and conventional project-based learning in an engineering design
    • Abstract: Abstract Engineering education focuses chiefly on students’ ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The present study aims to determine whether an enhanced Project-based learning (PBL) with appropriate innovative interventions leads to increased students’ ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps; (2) employment of analogies; and (3) use of round-table discussions. The study was conducted with a total number of 60 first-time PBL students equally divided into two classes with one serving as an experimental class and another as a control class. In addition, one class of students had a lower academic standing compared to the other (control). The rubric for the project-based module included a written knowledge test and a scenario-based oral examination to test knowledge and problem-solving skills, a artefact demonstration to evaluate artefact’s performance. A major finding of this study was that there were significant differences in knowledge scores, problem-solving ability and artefact performance between students undergoing conventional and enhanced PBL methods. It could also be inferred from this study that students who had undergone enhanced PBL method designed better systems and had better performing artefacts than those who were subjected to the conventional PBL approach. Finally, it was concluded that incorporating enhanced learning and facilitating methods to group-centric, project-based driven education provided a more fertile environment to promote better learning experience and improved problem-solving ability which could eventually lead to developing innovative and pragmatic solutions to real-world engineering problems.
      PubDate: 2013-12-19
  • Implementing an exemplar-based approach in an interaction design subject:
           enhancing students’ awareness of the need to be creative
    • Abstract: Abstract In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students’ performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students’ perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for.
      PubDate: 2013-12-18
  • Design and development issues for educational robotics training camps
    • Abstract: Abstract The aim of this study is to explore critical design issues for educational robotics training camps and to describe how these factors should be implemented in the development of such camps. For this purpose, two robotics training camps were organized for elementary school students. The first camp had 30 children attendees, and the second had 22. As a research methodology, a multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were used as data collection methods. The data were analyzed by qualitative data analysis techniques and categorized into themes: instruction, group issues, competition, coaching, technical issues, challenges, and camp duration. Prominent findings indicate that instruction strategies for a robotics camp should be designed from simple to complex. The most effective and enjoyable part of the camps were the project studies, which should be highly encouraged. Robotics training camps should provide children a chance to practice what they have learned in school. Group size should allow for every child in the group to have tasks assigned at all times.
      PubDate: 2013-11-09
  • The road less travelled: a pre-service approach towards the technology
           teaching profession
    • Abstract: Abstract This paper presents the findings of a longitudinal study on the effectiveness of an innovative one-year pre-service Graduate Diploma of Teaching (secondary) for teachers of Technology. The timing of this study is significant. Over a decade of review and adjustment to the Technology curriculum, leading to the new learning area of Technology in the New Zealand curriculum, Ministry of Education (2007), has caused many teachers in New Zealand schools to retrench to an earlier approach or make their own interpretation of curricular requirements. This situation in schools created the need for those involved with pre-service teacher education to prepare programmes that signpost pitfalls while building on students’ own strengths and those of the curriculum to cope with the wide variety of interpretation and pedagogical approach of school communities. This paper suggests a way forward.
      PubDate: 2013-11-01
  • Using scientific detective videos to support the design of technology
           learning activities
    • Abstract: Abstract This article examines the effect of scientific detective video as a vehicle to support the design of technology activities by technology teachers. Ten graduate students, including current and future technology teachers, participated in a required technology graduate course that used scientific detective videos as a pedagogical tool to motivate their interest in science and technology and to reinforce creative competence in designing technology learning activities (TLAs). The participants watched three scientific detective videos and analyzed them for scientific principles and technologies. An analysis report and interview were conducted to collect participants’ understanding and application of scientific principles and technologies. The main findings were that (a) influencing teacher’s design of TLAs through scientific detective videos is feasible; (b) prior personal conditions and external factors influence teacher’s design of TLAs; and (c) the analysis of scientific detective videos helps teachers to design TLAs appropriately. This study demonstrated the broad utility of scientific detective videos for inspiring technology teachers to integrate science and technology in their activity design.
      PubDate: 2013-11-01
  • Teaching practice trends regarding the teaching of the design process
           within a South African context: a situation analysis
    • Abstract: Abstract In this article an analysis is made of the responses of 95 technology education teachers, 14 technology education lecturers and 25 design practitioners to questionnaires regarding the teaching and the application of the design process. The main purpose of the questionnaires is to determine whether there are any trends regarding the strategies and methods that are used to teach and apply the design process. From the curriculum documents for public schools in South Africa it is clear that the design process is considered to be an important aspect in a wide variety of subjects. In particular design is considered to be the backbone learning outcome of the Technology Learning Area. This prominence given to the design process in the South African school curriculum prompted this research project. A questionnaire was structured to accommodate individual teachers and lecturers who are teaching the design process according to the Technology section of the national curriculum statement of the South African Department of Basic Education. A separate questionnaire was structured to accommodate individual design practitioners. Regarding teaching the design process, teachers tend to closely follow the prescriptions of the school curriculum, lecturers tend to allow room for different interpretations and design practitioners tend to accommodate a range of approaches when applying the design process. Although the results revealed by the questionnaires are a reflection of the teaching practices of a limited group in a particular setting some knowledge transfer to similar situations should be possible.
      PubDate: 2013-11-01
  • Learning outcomes in affective domain within contemporary architectural
    • Abstract: Abstract Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or ‘inputs’ to outcome based, student-centred educational approach. Within the outcome based model, students’ performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom’s taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the ‘cognitive,’ ‘affective’ and ‘psychomotor.’ In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners’ personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
      PubDate: 2013-11-01
  • Investigating the use of design methods by capstone design students at
           Clemson University
    • Abstract: Abstract The authors describe a preliminary study to understand the attitude of engineering students regarding the use of design methods in projects to identify the factors either affecting or influencing the use of these methods by novice engineers. A senior undergraduate capstone design course at Clemson University, consisting of approximately fifty students and nine graduate design coaches, was chosen as the unit of analysis. Results from a survey of the class suggest that, though these novice engineers were convinced that design methods they were eager to learn were of use in helping them make better products, they tended not to use them. The stated reasons for not using them were the effort required to implement the methods, to understand how and when to use the methods, and the pressure to deliver results in a short duration. Recommendations from this study can be useful in designing effective design education programs and to develop more designer-friendly design methods.
      PubDate: 2013-11-01
  • In search of an index of imagination for virtual experience designers
    • Abstract: Abstract Imagination is a gift to humans, and a creative faculty of the mind. Although early studies in the fields of philosophy and psychology appreciated the value of imagination, little work has been done pertaining to indicators of imagination. This study synthesized early works on imagination carried out between 1900 and 2012 to clarify its meaning and identify potential indicators. Then, two groups of samples in the field of multimedia design were collected and validated through factor analysis. There were two dimensions and ten indicators of imagination that emerged during this inquiry. The first dimension is “creative imagination,” which includes the indicators of novelty, productivity, sensibility, intuition, focusing, and exploration. The second dimension is “reproductive imagination,” which includes the indicators of effectiveness, dialectics, crystallization, and transformation. The two dimensions reveal not only distinct differences that characterize their uniqueness, but also certain shared features. A theoretical construct of imagination index is summarized. Critical reflections on virtual experience design and discussions for future studies are also proposed.
      PubDate: 2013-11-01
  • Marc J. de Vries (ed.): Positioning technology education in the curriculum
    • PubDate: 2013-11-01
  • Effects of spatial experiences & cognitive styles in the solution
           process of space-based design problems in the first year of architectural
           design education
    • Abstract: Abstract There are many factors that influence designers in the architectural design process. Cognitive style, which varies according to the cognitive structure of persons, and spatial experience, which is created with spatial data acquired during life are two of these factors. Designers usually refer to their spatial experiences in order to find solutions to design problems. Information recalled from past spatial experiences lay the ground for creating the conceptual framework when solving a design problem. In addition, the person’s cognitive style, which develops through factors such as education, environment, genetics and family, can also be effective in solving design problems. In this line, an empirical study was conducted to research the effects of spatial experiences and cognitive styles on the solution process of spatial design problems in the first year of architectural design education. The study concluded that the cognitive styles of students were effective on their space creation method, order and duration.
      PubDate: 2013-11-01
  • Reusing design knowledge based on design cases and knowledge map
    • Abstract: Abstract Design knowledge was reused for innovative design work to support designers with product design knowledge and help designers who lack rich experiences to improve their design capacity and efficiency. First, based on the ontological model of product design knowledge constructed by taxonomy, implicit and explicit knowledge was extracted from some design cases. The design knowledge was expressed using a constructional organization. With the knowledge map, design knowledge was illustrated to help novice designers reconstruct specific design cases, thus, encouraging innovative design. Four groups of designers were invited to participate in an experiment for the design knowledge map system. The experiment results verified the effectiveness of the method.
      PubDate: 2013-11-01
  • Book reviews
    • PubDate: 2013-08-31
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