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Neuroimaging provides a relatively new approach for advancing engineering education by exploring changes in neurocognition from educational interventions. The purpose of the research described in this paper is to present the results of a preliminary study that measured students’ neurocognition while concept mapping. Engineering design is an iterative process of exploring both the problem and solution spaces. To aid students in exploring these spaces, half of the 66 engineering students who participated in the study were first asked to develop a concept map and then construct a design problem statement. The concept mapping activity significantly reduced neurocognitive activation in the students’ left prefrontal cortex (PFC) compared to students who did not receive this intervention when constructing their problem statement. The sub-region in the left PFC that elicited less activation is generally associated with analytical judgment and goal-directed planning. The group of students who completed the concept mapping activity had greater focused neurocognitive activation in their right PFC. The right PFC is often associated with divergent thinking and ill-structured representation. Patterns of functional connectivity across students’ PFC also differed between the groups. The concept mapping activity reduced the network density in students’ PFC. Lower network density is one measure of lower cognitive effort. These results provide new insight into the neurocognition of engineering students when designing and how educational interventions can change engineering students’ neurocognition. A better understanding of how interventions like concept mapping shape students’ neurocognition, and how this relates to learning, can lay the groundwork for novel advances in engineering education that support new tools and pedagogy for engineering design.
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This content will become publicly available on June 23, 2026
BOARD # 364: Empowering Adolescents from Migratory Backgrounds with Gamification and Culturally-Responsive Engineering Design Instruction: A summary of 2-years of effort (EHR:BCSER)
In this project summary, we briefly describe the culturally responsive gamified activity that taught students about the engineering design process. We provide an overview of its effectiveness of how the activity supported migratory adolescents’ engineering interest, self-efficacy, aspirational engineering identity, and how it engendered positive perceptions of using engineering as a tool for social justice.
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- Award ID(s):
- 2225306
- PAR ID:
- 10623774
- Publisher / Repository:
- American Society for Engineering Education
- Date Published:
- Format(s):
- Medium: X
- Location:
- Montreal, QC
- Sponsoring Org:
- National Science Foundation
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