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Tufail, Muhammad; Park, Hyunyim; Ho, Jeffrey Chun Fai

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We examine how the social condition of work influences design cognition. By applying cognitive load theory, we explore that individual work fosters internal self-regulation and user-centered pragmatism, whereas group work creates the collaborative substitution paradox, in which digital resources supplant interaction, thus encouraging external regulation and experiential narratives. The findings suggest that social conditions act as a moderator of cognitive load, indicating that individual work is beneficial for deep learning, while structured group work help mitigate substitution effects.

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conceptual design, design cognition, design education, cognitive load, social condition of work