Abstract
This study explores the relationship between metacognitive activity and the design process among undergraduate design students. Drawing from a structured reflection journal approach within a multi- week design course, the research investigates how students monitor, regulate, and reflect on their design thinking across project stages. Using the Double Diamond model as a process framework and a 4P-based coding system, we identify key metacognitive behavior patterns (e.g., Regulative Monitoring (M1), Process Overview (M3), Continuation or Execution of Existing Actions (R1)) and their contextual variations. Findings suggest that students frequently engage in metacognitive knowledge about strategies and interpersonal dynamics, with notable differences between real-time and retrospective reflections. The study offers insights for design pedagogy and future research in cognitive development within design education.
Keywords
Metacognition; Design thinking; Reflection journal; Design education
DOI
https://doi.org/10.21606/iasdr.2025.685
Citation
Jao, Y.,and Chen, H.(2025) Exploring Metacognition's Role in Design Process: A Preliminary Study in a Multi-Week Design Course, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.685
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 5 - Design Thinking
Exploring Metacognition's Role in Design Process: A Preliminary Study in a Multi-Week Design Course
This study explores the relationship between metacognitive activity and the design process among undergraduate design students. Drawing from a structured reflection journal approach within a multi- week design course, the research investigates how students monitor, regulate, and reflect on their design thinking across project stages. Using the Double Diamond model as a process framework and a 4P-based coding system, we identify key metacognitive behavior patterns (e.g., Regulative Monitoring (M1), Process Overview (M3), Continuation or Execution of Existing Actions (R1)) and their contextual variations. Findings suggest that students frequently engage in metacognitive knowledge about strategies and interpersonal dynamics, with notable differences between real-time and retrospective reflections. The study offers insights for design pedagogy and future research in cognitive development within design education.