Investigating Design Cognition during Brainstorming Tasks with Freshmen and Senior Engineering Students using Functional Near Infrared Spectroscopy

Abstract

Design cognition includes the formulation of problems, the generation of solutions, and the utilization of design process strategies. Here, we measure the cognitive load to generate solutions to engineering challenges for sustainability using functional near-infrared spectroscopy (fNIRS). fNIRS can be used to study brain activity in more natural environments, while also providing better spatial resolution than EEG and better temporal resolution than fMRI. It therefore offers new opportunities for exploring how brain activity relates to engineering design. While there is literature describing which brain regions support particular cognitive functions, far less is known about how these are developed through learning and how they support design thinking. By measuring hemodynamic responses during brainstorming tasks with freshmen (n=14) and senior (n=9) engineering students we find a significant difference (p<0.001) in the cognitive activation required to generate solutions. Freshmen engineering students show 5 times greater activation in the dorsolateral prefrontal cortex (known to involve working memory, cognitive flexibility, planning, inhibition, and abstract reasoning) compared to seniors. While seniors show an average of 10 times increase in activation in the premotor cortex (known to be involved in the management of uncertainty, control of behavior, and self-reflection in decision making). The number of solutions generated was also significant (p=0.032). Freshmen generated 5.6 solutions on average during the brainstorming activity while seniors developed 4.1. In many ways, this initial work serves as a proof of concept in using neuroimaging to study the processes involved in engineering design. Through a better understanding of these processes, we can begin to explore specific elements of the engineering curriculum that may contribute to student ability to manage complexity inherent in engineering design problems. We hope this interdisciplinary study integrating engineering education and neuroscience generates conversation about other engineering design tasks and settings, in which, fNIRS can be effectively used as a new tool.

Cognitive differences among first-year and senior engineering students when generating design solutions with and without additional dimensions of sustainability

“…In total, the experiment lasted around 16.5 minutes. The timing of 60 seconds for each task was based on pilot studies (Grohs et al 2017;Shealy et al 2017). The time frame for the resting period was chosen considering the pattern of human cortical activation.…”

“…Teaching design ideation techniques like Theory of Inventive Problem Solving (TRIZ) or the use of concept mapping may help improve students' ability to cognitively manage the complexity of sustainability (Shealy et al 2017;Shealy et al 2018). For example, students that use concept maps during design ideation produce significantly more concepts and also require less cognitive resources .…”

Review of the use of neurophysiological and biometric measures in experimental design research

“…The latter is negatively correlated with mental states ascribable to creative endeavors beyond novelty of ideas. A different neurophysiological tool for brain monitoring is used in Shealy et al (2017), namely fNIRS. The contribution studies the mental processes of freshmen and senior engineering students while designing.…”

“…A different neurophysiological tool for brain monitoring is used in Shealy et al . (2017), namely fNIRS. The contribution studies the mental processes of freshmen and senior engineering students while designing.…”

Neuro-cognitive Differences Among Engineering Students when Using Unstructured, Partially Structured, and Structured Design Concept Generation Techniques

“…participants lying on their back inside of a tube) makes fNIRS the most appropriate technology to measure decision making, design, and problem solving in engineering [27]. Previous research using fNIRS explored cognitive differences between seniors and freshmen engineering students; the findings provide evidence that years of education significantly influence cognitive processes during design [28].…”