2025 ASEE Annual Conference & Exposition

Exploring the Impact of Think-Aloud Protocol in Engineering Design Problem Solving

Presented at ERM: Developing Engineering Competencies I

This full empirical research paper will explore the impact of think-aloud protocols in engineering design problem solving experiences of undergraduate engineering students. The think-aloud protocol has emerged as a crucial research tool for analyzing how students approach engineering design tasks. This method requires participants to verbalize their thought processes while solving problems, offering researchers detailed insights into their cognitive strategies. Prior studies have identified patterns in students’ problem-solving approaches, such as transitions between scientific inquiry, biomimicry, and the engineering design process. However, there remains a lack of research comparing design problem solving behaviors during think-aloud protocol-based problem-solving.

In this study, 110 participated in completing three open-ended design tasks. This paper will focus on one of these tasks, the Midwest Flood listing problem. Preliminary analysis reveals that students who employed the think-aloud protocol produced more effective solutions than the students who solved the task through pencil and paper alone. These findings offer insights into the influence of verbalization on design performance, highlighting implications for engineering education aimed at enhancing design capabilities.

Authors

Dr. Gibin Raju http://orcid.org/0000-0003-2559-6931 Texas A&M University [biography]

Gibin Raju is a Postdoctoral Researcher in Engineering Education in the Department of Multidisciplinary Engineering at Texas A&M University. He earned his Ph.D. in Engineering Education from the University of Cincinnati. His research focuses on transformative learning, creativity, critical thinking skills, spatial skills, and engineering design, with particular attention to cognitive stress, cognitive load, and STEM accessibility. He also focuses on the professional development of K-12 teachers for teaching engineering design. By integrating these strategies into a holistic framework, Dr. Raju enhances workforce development, strengthens engineering pathways, and broadens participation in STEM fields. His work equips educators with tools to personalize instruction and foster professional identity, ultimately preparing future engineers to thrive in a rapidly evolving global landscape.
Dr. Sheryl A. Sorby University of Cincinnati [biography]

Dr. Sheryl Sorby is currently a Professor of STEM Education at the University of Cincinnati and was recently a Fulbright Scholar at the Dublin Institute of Technology in Dublin, Ireland. She is a professor emerita of Mechanical Engineering-Engineering Mec

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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