This study examines the implementation of a design thinking-informed framework in early-stage STEM education, focusing on students perceived cognitive workload during project formulation. The proposed framework integrates elements from design thinking and project structuring tools to support early-stage project-based learning. An exploratory case study was conducted with 99 undergraduate students from engineering and management programs. The NASA Task Load Index (NASA-TLX) was used to assess perceived cognitive workload across six dimensions following a structured instructional session. Results indicate that the activity was experienced within a moderate range of cognitive workload, suggesting that the framework can be implemented without introducing excessive cognitive demand. Correlation analysis revealed significant associations among workload dimensions, particularly between temporal demand, mental demand, and frustration. These findings provide initial evidence regarding the feasibility of implementing structured design thinking-informed approaches in early-cycle STEM education. The study provides empirical evidence on perceived cognitive workload during the implementation of a structured framework in early-stage project-based learning.
Nikulin et al. (Wed,) studied this question.