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Shaping Ships for People: Human Centred Design Knowledge Into Maritime Education

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Shaping Ships for People: Human Centred Design Knowledge Into Maritime Education Shaping Ships for People: Human Centred Design Knowledge into Maritime Education Apsara Abeysiriwardhane B.Sc (Maritime Engineering), MIEAust, MRINA Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Australian Maritime College University of Tasmania September 2017 Declarations Statement of originality I declare that this thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis, and to the best of my knowledge and belief no material previously published or written by another person except where due acknowledgement is made in the text of the thesis, nor does the thesis contain any material that infringes copyright. Statement of ethical conduct The research associated with this thesis abides by the Australian Code for the Responsible Conduct in Research (2007) and the National Statement on Ethical Conduct in Human Research (2007). Statement regarding published work and authority of access The publishers of the papers contained in Appendix hold the copyright for that content, and access to the material should be sought from the respective journals. The remaining non-published content of the thesis may be made available for loan, limited copying and communication in accordance with the Copyright Act (1968). _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Apsara Abeysiriwardhane 27/09/2017 I Acknowledgement This has been a very long journey – a journey that would have not been possible without the encouragement and support of so many people. Firstly, I would like to extend my heartfelt thanks to my supervisors, Prof Margareta Lützhöft, Assoc. Prof Erik Styhr Petersen, and Dr Hossein Enshaei. I have had the great privilege to be guided by you throughout this PhD project. Thanks to all of you for your patience, wisdom and willingness to share your time and knowledge with me and specially for trusting in me at all the time. To my research participants, Naval Architecture, Ocean Engineering, and Marine and Offshore Engineering undergraduates, who enrolled in the design project unit at the Australian Maritime College, in academic years 2015 and 2016, for their kind and committed participation in this research study. Without you, I would not have anything to present here! This journey has brought me into contact with amazing people. Thank you Dr Fauzi Hardjanto, Mr Paul Furness, and Mr David Harte unit coordinators of the design project unit at the Australian Maritime College, National Centre for Maritime Engineering and Hydrodynamics, for your extraordinary support to my research study. Human Factors research specialists, Dr Jonathan Earthy, Brian Sherwood Jones, Dr Sean McCartan, Dr Joakim Dahlman, Dr Benjamin Brooks, and Dr Michelle Grech for your valuable advice given to me during this journey. Also my sincere thanks to subject matter experts, Mr Richard Baywater; Submariner, Dr Ulf Schriever, Mr Paul Brown, Mr Ian Miller, Mr Michael Douglas, Mr Samuel Bannet, Mr Siri Hirimbure, and Mr Asanka Rajapakse; Master Mariners, Mr Gamini Lokukatagoda and Mr Rumesh Hirantha; Chief Engineers, Mr Allan Feast; Harbour Master, Ms Julie Binder; Yacht Engineer, Mr Phillip Lenthall; Safety and Survival Instructor, and the staff of the Australian Maritime College research vessel Bluefin for your valuable support given during this journey. I am very grateful to the administrative, academic and technical staff at the Department of National Centre for Ports and Shipping – Australian Maritime College. In this light I want to mention Prof Thanasis Karlis, Prof Dev Ranmuthugala, Prof Natalia Nikolova, Dr Oanh Nguyen, Dr Stephen Cahoon, and Dr Jiangang Fei whose encouragement will never be forgotten. In addition, many wonderful fellow PhD colleagues at the Australian Maritime College, too numerous to mention, have provided me a supportive work environment, made me laugh and made me run. Last, but in no way least, I would like to direct a heartfelt thanks to my Husband for your endless support and unconditioned love, and to my Mother, Father and family members scattered throughout the world for supporting me and allowing me to explore and pursue my interest. II Abstract The ship design process focuses primarily on the technical aspects of engineering specifications and regulatory requirements derived from classification societies and flag states. There is often little or no attention paid by designers to the operational demands of onboard crew and the detailed design characteristics of the work environment of a ship. As a result, inadequate Human Factor (HF) consideration in ship design is a common contributory cause to maritime accidents. In fact, there is an increasing awareness in the marine industry that HF needs to be considered in ship design through a Human Centred Design (HCD) approach. Current maritime education however is heavily biased towards the technical aspects of design, limiting the education of students in HF, HCD and onboard operational issues. This has made it difficult to convey the significance of HCD and a usability mind- set to designers. An early intervention in the maritime design education is thus essential. This research study constructed a pedagogical framework for integrating HCD knowledge into maritime education through undergraduate design projects. Within this framework, Peer-Led Team Learning (PLTL) pedagogy was linked to design project unit driven by Problem-Based Learning (PBL) pedagogy in conjunction with Vygotsky’s Zone of Proximal Development (ZPD) theory and the scaffolding concept. HCD knowledge was then disseminated through this framework over two consecutive years, and then evaluated for effectiveness, as well as validated through an Action Research methodology. Maritime design undergraduates undertaking yearlong PBL-based design projects at the Australian Maritime College participated in this study. The findings present the effectiveness of this teaching framework for imparting non-technical HCD knowledge to technically-oriented maritime design project unit. The total effort made a noteworthy contribution to improving the HCD understanding of 56 of the undergraduates out of 69 to a satisfactory level, from an original point of a lack of understanding. In addition, as a result of adopting a peer-leader approach, this study created a cohort of unique HCD champions who are now trained to carry forward their knowledge into future design teams, thus guiding them to shape ships for people. Furthermore, the findings show the benefit of using multiple approaches, such as conducting HF- related onboard activities, organising guest lectures, conducting discussions, and using virtual tours of ships, pictures, videos and real-world examples of HF, in order to meaningfully impart HCD knowledge. Such approaches incentivised the engineering students, as they can be categorised as ‘demanding’ in terms of learning preferences and their learning styles are diverse; visual, sensing, inductive, active, and global. This shows that in order to effectively transfer HCD knowledge into engineering education, these learning preferences should become partner to the traditional linguistic dimension of teaching, process which includes verbal, symbolic, and numerical representations. Future research may advance this pedagogical framework and the HCD knowledge dissemination activities by way of implementation in other maritime institutes who deliver PBL-based maritime design projects. However, in order to meaningfully implement this ‘bottom-up’ initiative, the acknowledgement of maritime institutions towards the significance of HCD knowledge for their undergraduates is pivotal. Keywords: Maritime, Naval Architecture, Ship Design, Human Factors, Human Centred Design, Maritime Designer, Maritime Education, Knowledge Dissemination, Scaffolding, Champion III List of publications Peer-reviewed and published scientific journal articles Abeysiriwardhane, A., Lützhöft, M., & Enshaei, H. (2014). Human Factors for Ship Design; Exploring the Bottom Rung. Transactions of the Royal Institution of Naval Architects Part C1: International Journal of Marine Design, 156(1), 153-159. Abeysiriwardhane, A., Lützhöft, M., Petersen, E. S., & Enshaei, H. (2015). Investigate and Stimulate Future Maritime Designers’ Context of Use Knowledge: A Workshop Approach. Transactions of the Royal Institution of Naval Architects Part C1: International Journal of Marine Design, 157, 179-193. Abeysiriwardhane, A., Lützhöft, M., Petersen, E. S., & Enshaei, H. (2016). Human Centred Design Knowledge into Maritime Engineering Education; Theoretical Framework. Australasian Journal of Engineering Education, 21(2), 49-60, DOI:10.1080/22054952.2017.1287038 Peer-reviewed and published conference articles Abeysiriwardhane, A., Lützhöft, M., Petersen, E. S., & Enshaei, H. (2016). Incorporate Good Practice into Ship Design Process; Future Ship Designers Meet End Users. Paper presented at the ERGOSHIP 2016: Shaping Shipping for People Melbourne, Australia, 6-7 April. Peer-reviewed scientific journal article – accepted for publication Abeysiriwardhane, A., Lützhöft, M., Petersen, E. S., & Enshaei, H. (2017). Stimulating Human Centred Design Understanding and Awareness in Maritime Design Students: A Demonstration of an Action Research Approach. Transactions of the Royal Institution of Naval Architects Part C1: International Journal of Marine Design. IV Additional relevant publications Peer-reviewed conference proceeding Abeysiriwardhane,
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