Reports on an investigation into characterizing the guided design instructional method in engineering education using Jungian typology to evaluate specific teaching-learning interactions. Proposes that the guided design method offers a well-balanced learning process which accommodates different learning styles and teaches decision making. (TW)

Notes that almost all computer engineering textbooks present algorithms using only verbal methods. Poses that engineering students' ability to handle graphic representation is crucial yet information is presented verbally. Summarizes the results of 12 replications on learner preference for graphic or verbal algorithmic techniques. (MVL)