| Summary: | Background: One of the most popular methods for studying the cognitive processes of design and problem-solving activity is Protocol Analysis (PA). As such, PA has been widely used in engineering design education research. Purpose: The aim of this work is to describe how PA has been used in engineering design education contexts, understanding the range of research questions that can be addressed by the method as well as providing some commentary on the strengths, limitations, and future directions of the method. Scope/Method: We conduct a systematic review of the literature following the PRISMA method. A search combining key terms – protocol analysis, design, engineering, student – and their variants in the Scopus database resulted in 126 articles, which were further reduced to 45 through two rounds of abstract and full-text screening. The main inclusion criteria was that the work use PA as the method to investigate design activities in an engineering educational setting. Conclusions: The use of PA has significantly contributed to understanding the cognition of students engaged in design activities and to improving engineering design education. Technological advances enable new efficiencies in protocol collection and analysis, offering promising new directions in the use of PA in more authentic learning environments.
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