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Integrating engineering design into K-12 curricula is increasingly important as engineering has been incorporated into many STEM education standards. However, the ill-structured and open-ended nature of engineering design makes it difficult for an instructor to keep track of the design processes of all students simultaneously and provide personalized feedback on a timely basis. This study proposes a Bayesian network model to dynamically and automatically assess students’ engagement with engineering design tasks and to support formative feedback. Specifically, we applied a Bayesian network to 111 ninth-grade students’ process data logged by a computer-aided design software program that students used to solve an engineering design challenge. Evidence was extracted from the log files and fed into the Bayesian network to perform inferential reasoning and provide a barometer of their performance in the form of posterior probabilities. Results showed that the Bayesian network model was competent at predicting a student’s task performance. It performed well in both identifying students of a particular group (recall) and ensuring identified students were correctly labeled (precision). This study also suggests that Bayesian networks can be used to pinpoint a student’s strengths and weaknesses for applying relevant science knowledge to engineering design tasks. Future work of implementing this tool within the computer-aided design software will provide instructors a powerful tool to facilitate engineering design through automatically generating personalized feedback to students in real time. 

Research on self-regulated learning (SRL) in engineering design is growing. While SRL is an effective way of learning, however, not all learners can regulate themselves successfully. There is a lack of research regarding how student characteristics, such as science knowledge and design knowledge, interact with SRL. Adapting the SRL theory in the field of engineering design, this study proposes a research model to examine the mediation and causal relationships among science knowledge, design knowledge, and SRL activities (i.e. observation, formulation, reformulation, analysis, evaluation). Partial least squares modeling was utilized to examine how the science and design knowledge of 108 ninth-grade participants interacted with their SRL activities in the process of performing an engineering task. Results reveal that prior science and design knowledge positively predict SRL activities. They also show that reformulation and analysis are the two SRL activities that can lead to an improvement in post science and design knowledge, but excessive observation can hinder post design knowledge. These results have important implications for the construction of learning environments to support SRL based on students’ prior knowledge levels. 

Computational modeling of the human sequential design process and successful prediction of future design decisions are fundamental to design knowledge extraction, transfer, and the development of artificial design agents. However, it is often difficult to obtain designer-related attributes (static data) in design practices, and the research based on combining static and dynamic data (design action sequences) in engineering design is still underexplored. This paper presents an approach that combines both static and dynamic data for human design decision prediction using two different methods. The first method directly combines the sequential design actions with static data in a recurrent neural network (RNN) model, while the second method integrates a feed-forward neural network that handles static data separately, yet in parallel with RNN. This study contributes to the field from three aspects: (a) we developed a method of utilizing designers’ cluster information as a surrogate static feature to combine with a design action sequence in order to tackle the challenge of obtaining designer-related attributes; (b) we devised a method that integrates the function–behavior–structure design process model with the one-hot vectorization in RNN to transform design action data to design process stages where the insights into design thinking can be drawn; (c) to the best of our knowledge, it is the first time that two methods of combining static and dynamic data in RNN are compared, which provides new knowledge about the utility of different combination methods in studying sequential design decisions. The approach is demonstrated in two case studies on solar energy system design. The results indicate that with appropriate kernel models, the RNN with both static and dynamic data outperforms traditional models that only rely on design action sequences, thereby better supporting design research where static features, such as human characteristics, often play an important role.