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This paper presents the results from an experimental study measuring engineering students’ neuro-cognition when generating solutions using three concept generation techniques: unstructured (brainstorming), partially structured (morphological analysis), and structured (TRIZ). Twelve engineering students were given the same three design tasks and one of the three concept generation techniques for each task. Students generated concepts while a functional near infrared spectroscopy system captured their physical changes in oxygenated blood to the prefrontal cortex in their brain. While there is literature describing which brain regions support particular cognitive functions, far less is known about how this supports design concept generation and how cognitive processes differ when using various techniques. The results suggest that different concept generation techniques lead to significantly different patterns of activation and coordination among brain regions, which might influence divergent thinking and creativity during design. Increased coordination between the left and right hemisphere was observed when using TRIZ, while an increase in coordination only in the right hemisphere was observed during brainstorming and an increase only in the left hemisphere during morphological analysis. Brainstorming and TRIZ also resulted in an increase in cognitive activation in the region of the brain associated with abstract reasoning and cognitive flexibility. Through better understanding of the neuro-cognitive patterns during design, future research can begin to explore specific elements of the engineering curriculum that may contribute to student ability to generate concepts and solve engineering design problems. This interdisciplinary study is meant to generate conversation about engineering design and offer a new tool through neuroimaging to understand differences in design cognition and the effect of tools, techniques, and education.

2018 asee annual conference and exposition proceedings

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