Examining the effect of design education on the design cognition: Measurements from protocol studies

Abstract

This paper reports the progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. A task-independent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology is utilized to provide a common basis for comparing students across projects and years. This paper presents results of two years of the study, which included students at the beginning and the end of their sophomore year, and at the end of their junior year. The results of analyzing and comparing the percent occurrences of design issues and problem-solution index from the protocol analysis of both cohorts are presented. These results provide an opportunity to investigate and understand how students' design cognition is affected by a design course.