Design sprints complement traditional teaching methods, especially in project-based learning courses. While this approach can potentially change Computer-Aided Design (CAD) usage, it is still underexplored. Therefore, this study explores the influence of design sprints on embodiment-focused CAD activities in project-based learning by examining differences in patterns of CAD user actions, focusing on design space and action types. The case involves two higher-graded and two lower-graded student design teams monitored with a non-invasive method across a two-day design sprint event.

This paper analyses the use of design methods and information and communication technology (ICTs) tools in design sprint (DS) activities. Team members, team leaders, and coaches of five international student teams were interviewed (40 interviews in total) regarding their use of design methods and ICT tools during three DS activities: problem definition, conceptual design, and embodiment design. The results show that teams utilise various methods through three approaches: one method for the task, several methods for the task, or adjusting methods. Teams considered several aspects when deciding which method to utilise: the possibility of work distribution, the time needed to execute the method and their prior experience in using the method. The results on using ICT tools suggest that teams mainly use the collaborative whiteboard and Computer-aided design (CAD). In this context, tools that enable continuous sharing of the work in progress (e.g., cloud-based tools) show great potential for DS activities. Finally, the results show a potential to integrate various tools in order to enable easy transition between tasks (e.g., a transition from collaborative whiteboard to CAD modelling).