The Impact of Design Thinking PBL Robot Course on College Students' Learning Motivation and Creative Thinking

Autor/inn/en	Kuo, Hsu-Chan; Yang, Ya-Ting Carolyn; Chen, Jung-San; Hou, Ting-Wei; Ho, Ming-Tzu
Titel	The Impact of Design Thinking PBL Robot Course on College Students' Learning Motivation and Creative Thinking
Quelle	In: IEEE Transactions on Education, 65 (2022) 2, S.124-131 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Jung-San) ORCID (Ho, Ming-Tzu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3098295
Schlagwörter	Design; Creative Thinking; Active Learning; Student Projects; Engineering Education; Teaching Methods; Interdisciplinary Approach; Robotics; Course Descriptions; Comparative Analysis; Self Efficacy; Learning Motivation; Outcomes of Education; College Students + Suchen Sie Ihr Suchwort? Kreatives Denken; Aktives Lernen; Schulprojekt; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Robotertechnik; Kursstrukturplan; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Collegestudent
Abstract	Contribution: Prior studies have shown that project-based learning (PBL) is an effective approach on engineering education. This study further identifies the impact of a design thinking (DT) integrated PBL approach on the college students' learning motivation and creativity. Background: A well-developed robot and its project often require interdisciplinary knowledge, such as design and technology, and interdisciplinary team collaboration to optimize the requirements of desirability and viability for developing products. The current study systematically embeds the elements of DT and PBL on a robot design course. Intended Outcomes: The DT PBL approach can improve the student's learning motivation and creativity in developing robots for engineering students. Application Design: A quasi-experimental design was used. Eighteen participants were assigned to the experimental group, whereas 23 participants were assigned to the comparison group. While the elements of DT and PBL were embedded into and delivered for the experimental group, the comparison group used a PBL-only approach. Findings: Evidence collected from quantitative survey/tests and qualitative interviews indicates that: 1) the experimental group outperformed the comparison group in overall learning motivation, and its subscales (task value and self-efficacy). The project enabled them to reflect on the insufficiency of required expertise and skills, which also helped them to learn more effectively and efficiently and 2) the experimental group outperformed the comparison group in overall creativity and its subscales (fluency, originality, and flexibility). The experimental group students can think faster, consider the problem through multiple perspectives, and come out with more creative ideas. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01