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Using neuroeducation methods to compare engineering student performance on linear and systems tasks

机译：使用神经教育方法在线性和系统任务中比较工程学生性能

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This Research Work-in-Progress paper investigates engineering students' cognitive activities while completing linear and systems thinking tasks related to sustainability, which requires students to simultaneously utilize a large variety of constructs related to environmental, social, economic, and technical systems. To solve such interconnecting problems, systems thinking is necessary during decision-making rather than linear thinking modes that are more typical of solving closed-ended problem sets. This study uses an electroencephalogram (EEG) and self-report data to investigate engineering undergraduate students' cognitive activities when completing different tasks. We hypothesize that concept maps allow individuals to organize their thoughts within a systems thinking framework, and thus result in a more complete and holistic response than a linear thinking equivalent (i.e., listing task). We also hypothesize that creating a concept map is a more complex cognitive process than writing a list of terms and thus students (at least initially) would experience greater cognitive load while completing the concept mapping tasks. EEG and self-report measures of cognitive load will allow comparisons of undergraduate engineering students' performance on a linear or systems thinking task. Data collection is on-going so our paper will focus on methods, preliminary results, and future work.
机译：这篇研究工作进度论文调查了工程学生的认知活动，同时完成了与可持续性相关的线性和系统思维任务，这要求学生同时使用与环境，社会，经济和技术系统有关的大量建筑。为了解决这样的互连问题，在决策期间思考的系统思维是必要的，而不是线性思维模式，这些模式更典型地解决闭合问题集。本研究使用脑电图（EEG）和自我报告数据来调查在完成不同任务时调查工程本科学生的认知活动。我们假设概念地图允许个人在系统思维框架内组织他们的思想，从而导致比线性思维等效物（即，列表任务）更完整和整体响应。我们还假设创建概念图是一种比写入术语列表更复杂的认知过程，因此在完成概念映射任务时，学生（至少最初）将遇到更大的认知负载。脑电图和自我报告的认知负荷衡量衡量载荷将使本科工程学生在线性或系统思维任务上的表现进行比较。数据收集正在持续，因此我们的论文将专注于方法，初步结果和未来的工作。

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