Managing Uncertainty in CAD-enabled Engineering Design Tasks

Having to deal with uncertainty is a central feature of engineering design due to its open-ended, ill-structured, and underdetermined nature. While engaging in engineering design tasks, student designers might encounter uncertainty related to unfamiliar math and science concepts, as well as the uncertainty associated with using novel technological tools. It is important for students to learn how to deal with uncertainty as it is a crucial element of engaging in engineering and science practices. In addition, it is also important for educators to know how to engage and help students with the uncertainty faced. In the past, studies have been done in the science domain, focusing on studying how students deal with uncertainty through argumentation. However, studies of similar nature still lack in the domain of engineering design. In addition, studies that focus on CAD-enabled engineering design tasks are also missing. Therefore, this study examined the ways first-year undergraduate students managed uncertainty while engaging in CAD-enabled engineering design tasks. Data were gathered through the think-aloud protocol (i.e., students’ verbalized thoughts while working on the engineering design tasks), as well as the recordings of students’ computer screens as they worked on the engineering design tasks. Data analysis entailed the use of verbal protocol analysis/video analysis. Findings from this study presented the different types of uncertainty faced by students, how they managed them, as well as how that impacted their design performance. Implications of this study include a better understanding of the various ways students dealt with uncertainty, suggestions for how educators can help students manage uncertainty more effectively, as well as increased knowledge of ways that CAD can be used to help students manage uncertainty in engineering design tasks.