Cognitive Hindrances to Learning Mechanical Design

Engineering design is commonly taught by pacing student teams through design projects while teaching open-ended problem solving methods. This strategy addresses curricular content, but may not fully support students' cognitive learning needs in design. The purpose of this study was to explore the cognitive hindrances mechanical design students experience while learning design. A class of 29 students in a junior mechanical design course provided learning journal reflections during the semester on teamwork and learning design. These data on learning design were coded to surface cognitive hindrances. Common cognitive hindrances included a lack of design language, an unstocked repertoire, the unreliability of the imagination, and fixation throughout the design cycle. Based on the nature of these hindrances, we offer implications for teaching design courses.