The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

Abstract The engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the as novices. However, is not known how individual components of induce in designers. study explored cognitive experience introductory during concept generation, selection and physical modelling to identify signatures these three activities. Data were collected activities using pre- post-task surveys. Each activity produced distinct markers a unique signature was stable across themes. Rankings perceived sources also differed each activity. Students, however, did perceive any physiological changes due Findings indicate most stressful students, followed by generation then selection. Additionally, recommendations instructors courses provided help them apply results this study. Better understanding support they learn better teach design.