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Disperse Powdered Substance on
Hey, Linsey, Agogino and Wood 3
a common vision and enhancing concept generation. Furthermore, while traditionally
metaphors were seen primarily as literary flourish, recent research has shown that metaphor
usage is both more pervasive and more profound [7,8]. Metaphors affect the way we reason
about such widespread everyday concepts such as time, problems and emotions. Researchers
have also argued that metaphors are fundamental in our understanding of the design process
itself [9].
Figure 3 shows the example of the metaphor “Design As Functional Analysis.” This metaphor
focuses the design process on the functionality of what a product does while hiding many other
important aspects such as how the user interfaces with the product and the products’ aesthetics.
Disperse
Powdered
Substance on
Surface
clumped
human
energy
powder
Substance
Change
Shape to
Disperse
Convert human
energy to
translational motion
Contain substance
Function Structure
Metaphor: Design as Functional Analysis
Figure 3: “Design As Functional Analysis” is a common design process metaphor.
Despite their common usage and the similarity of metaphors and analogies little research has
been dedicated to understanding the relationship between metaphors and analogies in design
and how they can enhance creativity and innovation, especially within engineering education.
In this paper we seek to explore the relationship between metaphors and analogies in the design
process. In particular, we investigate use of metaphor and analogy at different stages of the
design process, how they support creative design, and how they are used in the educational
environment. We also employ metaphor as a tool to explore cross-cultural understanding of
design.
We begin by providing some information on past studies into analogy and metaphor use in
design and provide definitions of each within the design context. Next, through three sets of
data, we present results illustrating the importa
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