The role of design problem presentation in shaping neural activity and learning in engineering students

Over the last decade, engineering institutions have implemented changes in engineering education curriculum to address evolving industry needs. This includes the integration of design-focused curricula at various instances throughout engineering programs. This study investigates the relationship between design problem modality and neural activity. Participants in this study were engineering students enrolled in cornerstone design. Neural activity was measured using electroencephalography (EEG) during a single session where students were presented with two design problem modalities. This data was compared with motivational factors and learning preferences. The findings reveal correlations between neural activation, student motivation, and learning preferences. This suggests that problem modality influences cognition and motivation, offering valuable insight into individual student needs.