Abstract:

Current world is full of “wicked problems,” i.e. complex, socially significant issues that are difficult to define and solve because they have many causes and effects, involve numerous stakeholders with conflicting viewpoints, and resist a single, definitive solution. These conditions exemplify where competing priorities and shifting boundaries challenge traditional problem-solving approaches. At the same time, human cognitive limitations—especially the restricted capacity of working memory—make it difficult for individuals and teams to maintain an integrated understanding of such multifaceted issues. Theoretical perspectives from extended mind research, distributed cognition, dual coding theory, grounded cognition, and cognitive offloading highlight the value of external representations for reducing cognitive load and supporting reasoning. Designing sustainable housing for an aging population can be seen as an example of wicked problem that requires navigating ecological, social, economic, and cultural factors that interact in complex and unpredictable ways.

This article examines visual thinking as a practical cognitive strategy for addressing complexity, drawing on a workshop developed within the sUser project on sustainable elderly housing. Visual thinking refers to the use of sketches, diagrams, maps, and other spatial representations to externalise thought, reveal structure, and make relationships perceptible. The workshop introduces visualisation as an accessible skill independent of artistic proficiency and demonstrates how low-fidelity visual tools can help participants organise information, surface assumptions, and build shared understanding in multidisciplinary settings.

Observational evidence from workshop pilots illustrates how visualisations support both individual cognition and collaborative sensemaking. Sketching helped participants clarify problem frames, recognise patterns, and explore alternatives; shared diagrams functioned as boundary objects that facilitated dialogue across professional backgrounds. The pilots also revealed common barriers—such as misconceptions about drawing skill—and highlighted the importance of simple constraints and examples to encourage participation. While the findings are exploratory, they resonate with established theoretical accounts: externalising ideas into visual form reduces the burden on working memory, activates complementary perceptual processes, and enables groups to engage more constructively with complexity.

The article concludes by outlining how the workshop is being developed into an online MOOC format and by identifying avenues for future research, including systematic evaluation of visual thinking as a cognitive scaffold in design, education, and innovation contexts. The results indicate that visual thinking is not merely a communication aid but a versatile and learnable cognitive strategy with significant potential for supporting reasoning and collaboration in complex problem spaces.

Keywords:

Visual thinking, Cognitive scaffolding, Externalisation, Learning design, Collaborative learning, Complex problem-solving.