CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
RESEQUENCING CAD IN DESIGN EDUCATION: A CURRICULAR CRITIQUE OF 3D MODELLING METHODS IN PRODUCT DESIGN LEARNING
White, Eoin; Vinzuda, Vipul
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
School of Architecture & Product Design, University of Limerick, Ireland
Page(s):
97 - 102
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
The integration of computer-aided design (CAD) tools in product design education, where learning begins with parametric software such as SolidWorks, often prioritises technical precision at the expense of creative and aesthetic sensibilities. Students who are developing proficiency with complex software frequently simplify their physical prototypes that meet technical criteria but compromise their original design intent. This study explored how curricular sequencing can influence creative and cognitive outcomes. A digital modelling structure was developed to encourage early engagement with freeform modelling in a Product Design and Technology programme. Second-year students used Blender, a non-parametric digital sculpting tool, to explore and develop expressive CAD concepts before learning parametric CAD techniques in third year to support seamless cognitive progression from creative form exploration to design refinements and manufacturability, allowing students to build technical fluency on a foundation of creative expression. Comparative analysis focused on the extent to which students’ final parametric models reflect their original design intent. Evaluation criteria included aesthetic surface fidelity and accuracy of human factors proportions, supported by student reflections. Findings suggest that beginning with Blender fosters greater creative confidence and improved representational accuracy. Students demonstrated a stronger ability to retain complex form characteristics when transitioning to parametric modelling. By introducing freeform modelling for early-stage digital exploration, followed by parametric refinement, educators can better align CAD tool use with stages of creative visualisation and analytical thinking. The revised sequence offers a transferable model for design educators seeking to balance creativity, cognition, and manufacturability within a coherent and progressive design curriculum.
Keywords:
