2026 ASEE Annual Conference & Exposition

Exploring Cognitive Processes in Engineering Problem-Solving: A Case from Fundamental Electronics for Engineers Class

Presented at Student Learning, Competencies, and Mindsets in Engineering

This full empirical research paper explores the structural distinction of cognitive processing associated with Proficient and Limited problem-solving events within the context of Engineering Education. As a part of ongoing dissertation, this paper only reviews the background, research objectives, and the emergent results of cognitive processes in engineering problem-solving. Studies identified that there is an interplay between dynamic information processing in human mind, and the intricacy of the problem-solving tasks. Studies also found that the qualitative structure of the pre-existing knowledge structure, or cognitive schemas are correlated with the cognitive processing and problem-solving performance in a specific context. Therefore, the cognitive mechanisms for problem-solving activities are very context-specific and are not agent-specific. To understand these cognitive structural differences in dichotomous problem-solving events, this study employs multi-level qualitative investigations on over 363 problem-solving events, drawn from the foundational Engineering course, “Fundamental Electronics for Engineers”. The initial qualitative investigation and scoring are performed based on modified five measures mentioned in Docktor et al.’s rubrics. To identify the uniformity in the findings and to observe more nuance differences in the cognitive processes associated with the problem-solving performance, the solution data are collected from four problem types (one retrieval, two diagnosis, and one strategy problems). For in-depth qualitative investigation, a combination of inductive and abductive reasoning is employed to generate cognitive processing maps associated with the problem-solving activities from eighteen selected events. These problem-solving events belong to only the first two problem types, retrieval and diagnosis. The common themes between these dichotomous groups, Proficient and Limited Problem-solving events, are identified. The results reveal that there are significant qualitative differences in cognitive processing between dichotomous (Proficient and Limited) engineering problem-solving groups. Proficient problem-solving events are interrelated with better organization, creative synthesis, abstraction, and improvisation, whereas limited problem-solving events contain logical flaws, decontextualized knowledge pieces, cognitive dissonance, and distractive knowledge elements. These findings suggest that the need for targeted instructional interventions, including the development of active learning strategies inside and outside of the engineering classroom. Beyond its educational relevance, this study contributes to cognitive science by reinforcing that human intelligence is dynamically shaped by the interaction of task demands and cognitive states.

Authors

Mr. Rifatul Islam Himel http://orcid.org/0000-0002-0415-4774 Utah State University [biography]

Rifatul Islam Himel is a doctoral candidate in Engineering Education at Utah State University (USU), Logan, Utah, US. His doctoral research focuses on understanding human cognition in engineering problem-solving. He holds a Bachelor's degree in Electrical and Electronics Engineering and a Master's degree in Electronics and Telecommunication Engineering. With over six years of professional experience in the Information Technology industry and a strong background in teaching and research, Rifatul brings a unique interdisciplinary perspective to his work. His research interests include Human and Machine Cognition, Applied Artificial Intelligence in Engineering Education, Information Processing, and the study of Consciousness.
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.
Dr. Yashin Brijmohan http://orcid.org/0000-0003-2485-9808 Utah State University [biography]

Yashin Brijmohan is a registered professional engineer who is currently appointed as Chairman of Engineering Education Standing Technical Committee of the Federation of African Engineering Organizations, Executive committee member of the Commonwealth Engineers Council, Board Member of the UNESCO International Centre for Engineering Education, and Co-Chair of the Africa Asia Pacific Engineering Council.

He was the founding Executve Dean of Business, Engineering and Technology at Monash South Africa, former Vice President of the World Federation of Engineering Organizations, and led several committees in the engineering profession.

Yashin has both leadership and specialist experience within the engineering power industry and education sectors and is known for his thought leadership in capacity building and engineering education.
Dr. Wade H Goodridge http://orcid.org/0000-0002-5811-7629 Utah State University [biography]

Wade Goodridge is a tenured Associate Professor in the Department of Engineering Education at Utah State University. His research often has a focus on what drives us to learn, how we learn and how well we do it, and what can improve that learning. This work is often directed with a spatial thinking emphasis. Dr. Goodridge has investigated different learning modalities (fully online, hybrid, blended courses), cognitive and metacognitive learning processes (self-regulation, engineering problems solving, neural efficiency in engineering problem solving) learning motivators (engineering self-efficacy), and effective and personalized engineering education interventions (tactile engineering curriculum, physical teaching models, XR environments and AI informed systems of delivering and monitoring engineering learning). Dr. Goodridge has created a valid and reliable instrument to assess spatial ability in blind and low vision (BLV) learners thus opening new areas of research centered on tactile spatial ability. He has created tactile and visual learning tools and has offered professional development experiences on how to improve the education of tomorrows engineers.
Dr. Zain ul Abideen Utah State University [biography]

Zain ul Abideen holds a Ph.D. in Engineering Education from Utah State University, where he also served as a Graduate Researcher. He is a computer engineer and earned his bachelor’s degree in computer engineering and master’s degree in engineering, and brings over a decade of experience in teaching and research with undergraduate engineering students. He actively contributes to several technical committees and serves as a reviewer for leading journals and international conferences. His doctoral research focused on cognitive engagement, AI in education and engineering design, self-regulated learning, and mobile learning. His work seeks to deepen our understanding of how these elements influence learning and success in engineering education. With a strong commitment to educational advancement and a robust academic background, Zain is recognized as a dedicated and emerging scholar in the field of engineering education.
Mr. Foeday Zinnah http://orcid.org/0000-0001-6633-9590 Utah State University [biography]

Foeday Zinnah is a graduate researcher and a second-year Ph.D. student in the Department of Engineering Education at Utah State University. He holds a master’s degree in soil and water sciences from the Hebrew University of Jerusalem and a bachelor’s degree in civil engineering from the University of Liberia. His research interests focus on engineering workforce development, particularly the role of non-degree credentials and work-based learning in shaping STEM career pathways. He is also interested in e-learning management and the use of diverse learning methods to enhance learning outcomes for both traditional and non-traditional learners. Additionally, Foeday brings professional experience in youth and community development, nonprofit leadership, and online learning management in higher education.
Sehrish Jabeen Utah State University [biography]

Sehrish Jabeen is currently a Ph.D. student and Graduate Research/Teaching Assistant. She brings over three years of teaching experience across K–16 educational settings, along with seven years of professional experience in the field of information technology, where she worked in the banking sector. Her research interests include mathematical well-being, mathematical modeling and problem-solving, and the application of Cognitively Guided Instruction (CGI) in mathematics education. Through her work, Sehrish aims to explore how instructional practices and learning environments can support students' mathematical thinking and students engagement with mathematics.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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