Abstract
This research examines a new product development methodology as case studies in informal education delivered in 2022 and 2023 with the involvement of children aged 7-17. Corresponding age groups were formed, and each group had ninety-minute sessions held four times a week. Many children were participants in both informal education years. Through methods such as mind mapping, the worst-case scenario approach, sketching, and prototyping, the children embarked on an imaginative journey to solve challenges related to peace, climate change, and artificial intelligence. The challenge-solving brief encouraged unfiltered exploration and idea generation, pushing the boundaries of innovation. Children were tasked with defining potential clients and market opportunities. The subsequent prototyping process took on a playful and experimental character, transforming into a hands-on, tactile experience. The analysis of case studies found that collaboration and communication emerged as core aspects, along with the alteration of existing methodologies in the design and new product development process to maintain engagement and new experience by Generation Z. It is important not to adhere rigidly to a standardized design education process. The findings suggest the importance of adapting educational approaches to suit the evolving needs of Generation Z students, such as individualism, excitement, and relevance to up-to-date information. That knowledge of altering methodologies can enhance the study experience and emphasize the critical role of adaptability in the design education process for the next generation.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design process, New product development methodology, Generation Z
