skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: The neurophysiological activations of mechanical engineers and industrial designers while designing and problem-solving
Abstract This paper presents results from an experiment using electroencephalography to measure neurophysiological activations of mechanical engineers and industrial designers when designing and problem-solving. In this study, we adopted and then extended the tasks described in a previous functional magnetic resonance imaging study reported in the literature. The block experiment consists of a sequence of three tasks: problem-solving, basic design and open design using a physical interface. The block is preceded by a familiarizing pre-task and then extended to a fourth open design task using free-hand sketching. This paper presents the neurophysiological results from 36 experimental sessions of mechanical engineers and industrial designers. Results indicate significant differences in activations between the problem-solving and the open design tasks. The paper focuses on the two prototypical tasks of problem-solving layout and open design sketching and presents results for both aggregate and temporal activations across participants within each domain and across domains.  more » « less
Award ID(s):
1929896
PAR ID:
10212427
Author(s) / Creator(s):
; ; ; ; ; ;
Date Published:
Journal Name:
Design Science
Volume:
6
ISSN:
2053-4701
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; (, The Sixth International Conference on Design Creativity-ICDC2020)
    Boujet, J-F (Ed.)
    Design space is a common abstraction in design research used in the investigation of design cognition. Although its usefulness has been alleged and has contributed to the knowledge about designing, characteristics and properties of design spaces and how they change while designing are underexplored. Creativity has been recognized as an essential skill for changing the design space from constrained to open spaces. We analyzed the brain activity of designers while performing constrained and open design tasks. This study investigates the neurophysiological activations of professional mechanical engineers and industrial designers in two prototypical design tasks, a problem-solving constrained layout task and an open design sketching task. The analysis focused on comparing the neurophysiological activations of the cognitive demand in three stages of categorical similarity of designing in constrained and open design spaces. Results indicate significant differences of frequency bands activations between stages of the design spaces across and between domains. In particular, the stage of reflecting evoked visual imagination and associative reasoning modes and revealed significant differences in beta bands from the problem-solving stage leading to expanded activation in the sketching stage, which translates in higher activation in the open design task with significant differences in upper alpha and beta bands. We propose the neurophysiological activations as a measure of the pliability of design spaces. 
    more » « less
  2. ; ; ; ; (, Proceedings of the Design Society)
    Abstract In this paper, we present results from an experiment using EEG to measure brain activity and explore EEG frequency power associated with gender differences of professional industrial designers while performing two prototypical stages of constrained and open design tasks, problem-solving and design sketching. Results indicate no main effect of gender. However, among other main effects, a consistent main effect of hemisphere for the six frequency bands under analysis was found. In the problem-solving stage, male designers show higher alpha and beta bands in channels of the prefrontal cortices and female designers in the right occipitotemporal cortex and secondary visual cortices. In the design sketching stage, male designers show higher alpha and beta bands in the right prefrontal cortex, and female designers in the right temporal cortex and left prefrontal cortex, where higher theta is also found. Prioritising different cognitive functions seem to play a role in each gender's approach to constrained and open design tasks. Results can be useful to design professionals, students and design educators, and for the development of methodological approaches in design research and education. 
    more » « less
  3. ; ; ; ; ; (, Proceedings of the ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference IDETC-CIE2022)
    Abstract Engineering design involves intensive visual-spatial reasoning, and engineers depend upon external representation to develop concepts during idea generation. Previous research has not explored how our visual representation skills influence our idea generation effectiveness. A designer’s deficit in sketching skills could create a need for increased focus on the task of visual representation reducing cognitive resources available for the task at hand — generating concept. Further, this effect could be compounded if designers believed that their sketching skill would be evaluated or judged by their peers. This evaluation apprehension could cause additional mental workload distracting from the production of idea generation. The goal of this study is to investigate and better understand the relationship between designers’ sketching skills and idea generation abilities. In this paper, we present preliminary results of the relationship between independent measures of sketching skill and idea generation ability from an entry-level engineering design and graphics course. During data collection, task instructions were given in two ways to independent groups: one group was instructed upfront that sketching would be evaluated, while the second group was kept blind to the sketch evaluation. In this paper, we also examine the potential priming effects of sketch quality evaluation apprehension on idea generation productivity. The results show that sketching quality and idea quantity are largely independent, and that the priming effects of sketch evaluation instructions are small to negligible on idea generation productivity. 
    more » « less
  4. ; ; (, Engineering project organization journal)
    This research paper examines the patterns of inter-brain synchrony among engineering student teams and the relationship between inter-brain synchrony and team cooperation and performance. A pilot study was conducted with eight two-person teams of fourth-year undergraduate civil engineering students. Three collaborative design and build tasks were assigned to each team. Two independent raters carried out the behavioral analysis, scoring team cooperation. Each team member wore a functional near-infrared spectroscopy (fNIRS) device to measure inter-brain synchrony during the tasks. The results showed that inter-brain synchrony occurred during the team task, but the patterns varied between groups and tasks. Elevated levels of inter-brain synchrony were observed in the left ventrolateral prefrontal cortex (VLPFC) and left dorsolateral prefrontal cortex (DLPFC). The left VLPFC and left DLPFC are often associated with cognitive processes such as problem-solving, working memory, decision-making, and coordinated verbal exchange. Inter-brain synchrony was positively correlated with task performance and cooperation when teams were asked to design and build a structure given limited time and money but negatively correlated with cooperation and performance on other more open-ended design sketching tasks. The study’s findings suggest that inter-brain synchrony exists when engineering students work together as a team, but the results are inconsistent between task types. Inter-brain synchrony could be a useful metric for measuring team cooperation and performance, particularly in tasks that require coordinated verbal exchange, problemsolving, and decision-making. However, the study’s small sample size limits the generalizability of the results. Future studies with a larger sample size and more diverse groups of engineers are needed to validate the findings and explore their implications further. 
    more » « less
  5. ; ; ; ; ; ; (, International journal of engineering education)
    Freehand sketching equips engineers to rapidly represent ideas in the design process, but most engineering curriculums fall short of equipping students with adequate sketching skills. This paper is focused on methods to improve engineers’ sketching skill through type of instruction, length of instruction, and delivery of and feedback for assignments using Sketchtivity, an intelligent sketch-tutoring software. We answer several key questions for providing better sketching education for engineers. Does perspective training improve freehand drawing ability? Can an intelligent tutoring software improve education outcomes? And how much sketching instruction is necessary for engineers? Analyzing the changes in sketching skill from pre- to post-sketching instruction between different instruction types (n = 116), we found that perspective sketching instruction significantly improved freehand sketching ability compared to traditional engineering sketching methods. When comparing pre to post sketching skill of students using Sketchtivity (n = 135), there was no significant difference in improvement between students using the intelligent tutoring software and those that exclusively practiced on paper – both groups improved equally. However, completing sketching tasks on tablets did not hinder students’ skill development even when measured on paper. Future work will more directly explore the influence of Sketchtivity on sketching skill development. Additionally, we found that five weeks of sketching instruction greatly improves sketching skill compared to only three weeks of instruction (n = 108), but both approaches significantly improve sketching self-efficacy. These outcomes support more extensive sketching instruction in engineering classrooms, and changes in instruction type to promote more freehand sketching skills. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email