The Effects of Concept Mapping on Design Neurocognition: An Empirical Study Measuring Changes in the Brain when Defining Design Problems
| dc.contributor.author | Manandhar, Ushma | en |
| dc.contributor.committeechair | Shealy, Earl Wade | en |
| dc.contributor.committeemember | Gero, John S. | en |
| dc.contributor.committeemember | Katz, Andrew Scott | en |
| dc.contributor.department | Civil and Environmental Engineering | en |
| dc.date.accessioned | 2022-06-28T08:00:45Z | en |
| dc.date.available | 2022-06-28T08:00:45Z | en |
| dc.date.issued | 2022-06-27 | en |
| dc.description.abstract | Grand challenges in engineering are complex and require engineers to be cognizant of different systems associated with each problem. The approach to think about these systems is called systems thinking. Systems thinking provides engineers with a lens to identify relationships between multiple components which helps them develop new ideas about the problem. Concept maps are a tool that enables systems thinking by helping engineers organize ideas and the relationship between ideas, graphically. The research presented in this thesis uses concept maps, as an intervention to help engineering students think in systems and, in turn, shape how they frame their design problem. The aim of the research was to understand the neurocognitive effects of engineering students thinking in systems. The effects of systems thinking on neurocognition is not well understood. Sixty-six engineering students were randomly chosen to either draw concept maps about a design problem or not. They were then asked to develop design problem statements for two design problems. Functional near-infrared spectroscopy (fNIRS) was used to measure changes in oxy-hemoglobin (oxy-Hb) in the prefrontal cortex (PFC) of students while they developed their design problem statements. A lower average oxy-Hb was observed in the group that was first asked to develop concept maps. The lower activation was observed in their left PFC. The group of students who first developed concept maps also demonstrated lower network connections between brain regions in the prefrontal cortex, which is a proxy for functional coordination. Using concept maps changed activation in students' brains, reducing the average neuro-cognition in the left PFC and reducing the need for functional coordination between brain regions. | en |
| dc.description.abstractgeneral | Engineering challenges require engineers to think "outside the box". Concept mapping is a tool that encourages out of the box thinking. Concept mapping is the process of representing components of the problem and the relationship between components graphically. How the process of concept mapping changes the way engineers think is not well understood. Exploring various interconnected system components and their relationships may give rise to new ideas and this may be expressed differently in the brain. The research presented in this thesis explores how concept maps change engineering students' brain behavior. Sixty-six students participated in the study. Half of the participants (the intervention group) were required to draw concept maps before developing two engineering problem statements. The other half (the control group) were given the same two tasks to develop engineering problem statements but without being asked to first develop concept maps. A neuroimaging tool, called functional near-infrared spectroscopy, was used to measure change in the engineering students' prefrontal cortex (PFC) when they were developing problem statements. The PFC is generally associated with executive functions like planning, design, and creative thinking. The results indicate that concept mapping significantly changed brain behavior when developing problem statements. It reduced brain activation in the left PFC, a region generally associated with making analytical judgments and goal-directed planning. It also reduced the network complexity in the PFC, which is a proxy for functional connectivity. These results demonstrate how concept mapping can shape brain behavior when designing and lays the groundwork for future studies to explore how other interventions similar to concept mapping can help shape design thinking. | en |
| dc.description.degree | Master of Science | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:35093 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/110952 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Systems thinking | en |
| dc.subject | concept map | en |
| dc.subject | design | en |
| dc.subject | engineering education | en |
| dc.title | The Effects of Concept Mapping on Design Neurocognition: An Empirical Study Measuring Changes in the Brain when Defining Design Problems | en |
| dc.type | Thesis | en |
| thesis.degree.discipline | Civil Engineering | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | masters | en |
| thesis.degree.name | Master of Science | en |
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