Assessing the knowledge contributions of learners during the design process is crucial for understanding and improving the quality and effectiveness of design education. However, existing methods for evaluating learners’ knowledge contributions in collaborative design settings have limitations. Traditional measure methods primarily rely on the final design product, neglecting the cognitive activities and knowledge construction processes of learners during the design process. Moreover, these studies typically focus on individual learner performance, disregarding the collaborative interactions and knowledge sharing among learners. Consequently, this study innovatively quantifies learners’ knowledge contribution in collaborative design processes through the application of objective and quantitative techniques, including keyword frequency and information gain. Additionally, this study explores the integration of design-based problem-solving with teaching practices, providing educators with a novel pedagogical strategy to foster students’ deep learning and innovation.