Objective： Sit-stand desks have been designed to address high daily sitting in work and school environments. The purpose was to determine the daily pattern of use and overall likeability of sit-stand desk over the co...Objective： Sit-stand desks have been designed to address high daily sitting in work and school environments. The purpose was to determine the daily pattern of use and overall likeability of sit-stand desk over the course of a semester. Participants： A total of 18 subjects （12 standing） completed the 11-week study （week 5-15 of the semester） from January-April, 2016. Methods： Each student in the standing group was given a sit-stand desk to use as they desired. Results： Individual daily standing time ranged from 0-100% of daily attendance time and the daily group average ranged from 2.1-38.4%. Two-thirds of the standing bouts were ≤ 2 min. Perception questionnaire answers were positive for using the desk and their effect on students’ ability to work in class. Conclusions： The results indicate the sit-stand desks were utilized at low levels and for short durations for most participants, but perceptions of desk use remained positive.展开更多
针对智能学习桌开发设计过程中过度依赖生产企业和设计人员的主观判断、缺少用户参与导致用户对于现有产品满意度较低的问题,结合AHP/QFD/FBS模型辅助设计,得到更加贴合用户实际需求的智能学习桌。首先,通过访谈法和问卷调查法获得学习...针对智能学习桌开发设计过程中过度依赖生产企业和设计人员的主观判断、缺少用户参与导致用户对于现有产品满意度较低的问题,结合AHP/QFD/FBS模型辅助设计,得到更加贴合用户实际需求的智能学习桌。首先,通过访谈法和问卷调查法获得学习桌的初始用户需求,利用层次分析法(AHP,Analytic Hierarchy Process)计算得出用户需求权重和优先级;其次,利用QFD(质量功能展开,Quality Function Deployment)将用户需求进行分析得出产品技术特性,进而将其量化得到关键设计要素;将获取的关键设计要素转化为功能导入FBS(Function-Behavior-Structure)模型中完成“功能—行为—结构”映射,得出智能学习桌的关键设计结构。最终输出更加贴合用户实际需求的智能学习桌,并利用模糊综合评价法对设计方案的可行性进行验证。结合AHP-QFD-FBS模型的产品设计方法可以更加有效地将实际用户需求与产品方案相结合,为解决此类问题提供了新的思路。展开更多
文摘Objective： Sit-stand desks have been designed to address high daily sitting in work and school environments. The purpose was to determine the daily pattern of use and overall likeability of sit-stand desk over the course of a semester. Participants： A total of 18 subjects （12 standing） completed the 11-week study （week 5-15 of the semester） from January-April, 2016. Methods： Each student in the standing group was given a sit-stand desk to use as they desired. Results： Individual daily standing time ranged from 0-100% of daily attendance time and the daily group average ranged from 2.1-38.4%. Two-thirds of the standing bouts were ≤ 2 min. Perception questionnaire answers were positive for using the desk and their effect on students’ ability to work in class. Conclusions： The results indicate the sit-stand desks were utilized at low levels and for short durations for most participants, but perceptions of desk use remained positive.
文摘针对智能学习桌开发设计过程中过度依赖生产企业和设计人员的主观判断、缺少用户参与导致用户对于现有产品满意度较低的问题,结合AHP/QFD/FBS模型辅助设计,得到更加贴合用户实际需求的智能学习桌。首先,通过访谈法和问卷调查法获得学习桌的初始用户需求,利用层次分析法(AHP,Analytic Hierarchy Process)计算得出用户需求权重和优先级;其次,利用QFD(质量功能展开,Quality Function Deployment)将用户需求进行分析得出产品技术特性,进而将其量化得到关键设计要素;将获取的关键设计要素转化为功能导入FBS(Function-Behavior-Structure)模型中完成“功能—行为—结构”映射,得出智能学习桌的关键设计结构。最终输出更加贴合用户实际需求的智能学习桌,并利用模糊综合评价法对设计方案的可行性进行验证。结合AHP-QFD-FBS模型的产品设计方法可以更加有效地将实际用户需求与产品方案相结合,为解决此类问题提供了新的思路。
