Exploring the neuroscience of design process through well-defined and Ill-defined problems: an EEG study

KİRENCİ ERUZUN Z. A., SUNGUR A., Türkyılmaz Ç. C.

International Journal of Technology and Design Education, 2026 (SCI-Expanded, SSCI, Scopus)

  • Publication Type: Article / Article
  • Publication Date: 2026
  • Doi Number: 10.1007/s10798-026-10118-2
  • Journal Name: International Journal of Technology and Design Education
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Compendex, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
  • Keywords: Architectural design education, Architectural design process, Design cognition, EEG, Problem definition
  • Yıldız Technical University Affiliated: Yes

Abstract

This article presents a research and experimental study on the neuroscience of the design process, focusing on the role of problem characteristics in shaping cognitive responses. Conducted with a group of 22 architecture students, the study aimed to investigate the cognitive and neural effects of problem definition on designers, addressing the central research question: “Do well-defined and ill-defined problems in the design process lead to differences in neural activity?” Using electroencephalography (EEG) as the main method, the research examined variations in brain activity and cognitive load during the problem-solving process. The findings revealed that well-defined and ill-defined problems imposed distinct cognitive demands, which translated into observable differences in neural activation, particularly in relation to affected brain regions and specific brainwave patterns. Beyond presenting the applied methodology and experimental procedure, the article situates the findings at the intersection of neuroscience and architecture, highlighting the broader potential of neuroscientific approaches for advancing architectural design research, developing innovative design methods, and enriching educational practices in architecture schools.