2024 ASEE Annual Conference & Exposition

A Systematized Literature Review on Problem-Solving in STEM Education Exploring the Impact of Task Complexity on Cognitive Factors and Student Engagement

Presented at Educational Research and Methods Division (ERM) Technical Session 23

The profound impact of cognitive factors on student’s performance while solving complex and ill-structured problems is well recognized. A student's success in problem-solving is finely shaped by task complexity, cognitive factors of goal orientation and the need for cognitive closure, and their level of engagement. For educators in science, technology, engineering, and mathematics (STEM), it is important to understand how task complexity and cognitive factors combine to influence problem-solving processes to prepare STEM students professionally and ensure they are well-equipped to meet the growing needs of the skilled workforce in the industry. In this context, cognitive factors of goal orientation and the need for cognitive closure play a significant role. An extensive body of research has yielded diverse findings and insights and has explored the relationship between task complexity, cognitive factors of goal orientation, and the need for cognitive closure, and their combined impact on student engagement in the context of STEM education. This growing body of research emphasizes the need for a comprehensive synthesis and analysis of existing literature to utilize the wealth of knowledge productively that has developed over time. By analyzing the existing literature comprehensively, this systematized literature review addresses the influence of task complexity on the cognitive factors of goal orientation and the need for cognitive closure and students' engagement during problem-solving in STEM education. Resultant themes central to the research questions are being developed using qualitative data analysis techniques. By synthesizing the existing research, this review sheds light on how the student’s cognitive responses are influenced by different levels of task complexity during problem-solving and how the task complexity enhances or hinders student's engagement in STEM education.

Authors

Mr. Zain ul Abideen Utah State University [biography]

Zain ul Abideen is a Graduate Research Assistant and Ph.D. student in the Department of Engineering Education at Utah State University (USU). With an undergraduate degree in Computer Engineering and a Master’s in Engineering Management, coupled with over 12 years of teaching experience with undergraduate engineering students, Zain is currently dedicated to pursuing a Ph.D. in Engineering Education at USU in Logan, UT, USA. His current focus is on coursework and literature exploration, with a particular interest in studying Meta-cognitive processes and how engineering students self-regulate their cognition and motivation strategies during problem solving activities.
Dr. Oenardi Lawanto Utah State University [biography]

Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Dr. Lawanto has a combination of expertise in engineering and education and has more than 30 and 14 years of experience teaching engineering and cognitive-related topics courses for his doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.
Mr. Talha Naqash Utah State University [biography]

Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and Facial Expressions (emotions) in the Learning process. He is a member of various technical committees, serving as a reviewer for esteemed journals and international conferences including ASEE, Springer (JAIHC) , JCEN, and IEEE Transaction on Education. His commitment to advancing education, paired with his extensive academic and professional experiences, positions him as a promising researcher in engineering education.
Dr. Angela Minichiello http://orcid.org/0000-0002-4545-9355 Utah State University [biography]

Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.

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