Impact of cognitive load associated with learning and using parametric tools in architectural design

This research aims to explore the impact of cognitive load associated with parametric tools on design ideation. Cognitive Load Theory refers to leveraged resources in limited working memory. In design, benefits have been found in higher load situations. However, semantic processing, associated with learning processes, has shown negative impact on the design outcome. Because of the rapid evolution of software, computational expertise tends to be increasingly transient, and architects find themselves in a situation where they constantly must partially re-learn their tools. Only few research takes the mental activity associated with digital environments into account, especially more complex ones such as parametric. Furthermore, there is no trace of research regarding how mental load associated with learning can affect design production. This paper focuses on an elective master course on computational design for architects. Both retrospective and concurrent protocol analysis are used in combination with the function behaviour structure ontology and linkography We observe that most of the cognitive effort is geared towards resolving issues related to using parametric tools, which is contradictory to previous studies. We find that their use of over-constrained experimental environments does not enable them to capture the learning related cognitive activity. Thus, it raises the question of experimental settings and research methodology regarding cognition in the digital age.