A design thinking-informed framework in early STEM education: an exploratory study of cognitive workload in project-based problem formulation

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dc.contributor.authorNikulin, Christopher
dc.contributor.authorPérez, Camilo
dc.contributor.authorCampos, Zócimo
dc.contributor.authorValdés, Cristián
dc.contributor.authorMadariaga Bravo, Leonardo Andrés
dc.contributor.authorRetegi Uria, Aiur
dc.date.accessioned2026-06-23T16:06:35Z
dc.date.available2026-06-23T16:06:35Z
dc.date.issued2026-05-06
dc.date.updated2026-06-23T16:06:35Z
dc.description.abstractThis study examines the implementation of a design thinking-informed framework in early-stage STEM education, focusing on students perceived cognitive workload during project formulation. The proposed framework integrates elements from design thinking and project structuring tools to support early-stage project-based learning. An exploratory case study was conducted with 99 undergraduate students from engineering and management programs. The NASA Task Load Index (NASA-TLX) was used to assess perceived cognitive workload across six dimensions following a structured instructional session. Results indicate that the activity was experienced within a moderate range of cognitive workload, suggesting that the framework can be implemented without introducing excessive cognitive demand. Correlation analysis revealed significant associations among workload dimensions, particularly between temporal demand, mental demand, and frustration. These findings provide initial evidence regarding the feasibility of implementing structured design thinking-informed approaches in early-cycle STEM education. The study provides empirical evidence on perceived cognitive workload during the implementation of a structured framework in early-stage project-based learning.en
dc.identifier.citationNikulin, C., Pérez, C., Campos, Z., Valdés, C., Madariaga Bravo, L., & Retegi-Uria, A. (2026). A design thinking-informed framework in early STEM education: an exploratory study of cognitive workload in project-based problem formulation. Education Sciences, 16(5). https://doi.org/10.3390/EDUCSCI16050732
dc.identifier.doi10.3390/EDUCSCI16050732
dc.identifier.eissn2227-7102
dc.identifier.urihttps://hdl.handle.net/20.500.14454/6287
dc.language.isoeng
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.rights© 2026 by the authors
dc.subject.otherCognitive workload
dc.subject.otherDesign thinking
dc.subject.otherNASA-TLX
dc.subject.otherProject formulation
dc.subject.otherProject-based learning
dc.subject.otherSTEM education
dc.titleA design thinking-informed framework in early STEM education: an exploratory study of cognitive workload in project-based problem formulationen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue5
oaire.citation.titleEducation Sciences
oaire.citation.volume16
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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