Date
3-10-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Richard Segovia
Keywords
cognitive load theory, professional training, e-learning, cognitive overload, manufacturing, industry, engineering
Disciplines
Education | Engineering
Recommended Citation
May, Sarah J., "A Transcendental Phenomenological Study of Cognitive Overload in Manufacturing Engineers During Online Training in an Industrial Environment" (2026). Doctoral Dissertations and Projects. 7998.
https://digitalcommons.liberty.edu/doctoral/7998
Abstract
The purpose of this transcendental phenomenological study was to explore experiences of cognitive overload among engineers in manufacturing during digital training in industrial environments. Engineers in manufacturing manage substantial physical and cognitive demands in order to maintain safe and efficient industrial environments. In addition to these responsibilities, engineers are often expected to engage in digital training within active work settings, frequently without physical or cognitive separation from job-related tasks. A qualitative research design was employed, with data collected from 10 participants and analyzed through triangulation and thematic coding. Data collection methods included a qualitative questionnaire, individual interviews, and a letter-writing exercise. Findings indicated that participants expressed curiosity, particularly when learning new tasks or approaching new content; however, many prescribed digital training topics were perceived as misaligned with their professional roles. Despite this expressed curiosity, digital training experiences were described as highly susceptible to interruption in the absence of physical separation, contributing to increased cognitive load and reduced engagement. These findings contribute to the limited body of educational research focused on engineers in manufacturing and inform instructional design considerations for training within industrial contexts.
