Broadening the taxonomic breadth of organisms in the bio-inspired design process

Generating a range of biological analogies is a key part of the bio-inspired design process. In this research, we draw on the creativity literature to test methods for increasing the diversity of these ideas. We considered the role of problem type, the role of individual expertise (versus learning from others), and the effect of two interventions designed to increase creativity – going outside and exploring different evolutionary and ecological “idea spaces” using online tools. We tested these ideas with problem-based brainstorming assignments from a 180-person online course in animal behavior. Student brainstorming was generally drawn to mammals, and the breadth of ideas was affected more by the assigned problem than by practice over time. Individual biological expertise had a small, but significant effect on the taxonomic breadth of ideas, but interactions with team members did not. When students were directed to consider other ecosystems, and branches of the tree of life, they increased the taxonomic diversity of biological models. In contrast, going outside resulted in a significant decrease in diversity of ideas. We offer a range of recommendations to increase the breadth of biological models generated in the bio-inspired design process.生成各类生物学类比（biological analogies）是仿生设计（bio-inspired design）流程的核心环节。本研究依托创造力研究领域的相关文献，对提升此类创意多样性的方法展开测试。我们考察了三个维度的影响因素：问题类型的作用、个体专业素养（相较于向他人学习的模式）的作用，以及两种旨在提升创造力的干预手段的效果——即外出体验，以及借助在线工具探索不同演化与生态层面的“创意空间（idea spaces）”。我们通过一门面向180名学员的动物行为学在线课程中的基于问题的头脑风暴作业，对上述设想进行了实证检验。学生们的头脑风暴产出普遍偏向哺乳类动物，且创意广度受指定问题的影响程度，显著大于随时间推移的练习积累所带来的变化。个体生物学专业素养对创意的分类学广度（taxonomic breadth）存在小幅但显著的影响，但与团队成员的互动并未产生此类效应。当要求学生考虑其他生态系统以及生命之树（tree of life）的不同分支时，他们所生成的生物学模型的分类学多样性得到了显著提升。与之相反，外出体验反而导致创意多样性出现了显著下降。本研究最终提出了一系列针对性建议，旨在提升仿生设计流程中所生成的生物学模型的广度。