The effects of adopting the innovative dynamic product design method on the performance of students of different learning styles

IDPD adds a timeline concept into the UCD process. The 16 industrial design students into 4 groups according to Kolb's learning style inventory, and every group was required to attend a product development workshop and apply the IDPD method. The research results showed that the products yielded significantly different user evaluations based on student learning style. The accommodators garnered the highest score, followed by the assimilators, divergers, and convergers. The information processing method of accommodators and convergers were identically active experimentation. However, the difference in information perceptions of these two types of learners resulted in considerable difference in evaluations on design works. User evaluations on works by divergers and assimilators had little difference, which indicated that regardless of the methods to receive information the reflective observation information processing method did not pose extreme evaluations on student performance.