Action Research for the Improvement of a Project-Based Learning Approach in Design Studies

Aina Strode; Silvija Mežinska

doi:10.3991/ijep.v16i1.59173

Authors

Aina Strode Riga Technical University Rezekne Academy, Rezekne, Latvia https://orcid.org/0000-0001-9702-5834
Silvija Mežinska Riga Technical University Rezekne Academy, Rezekne, Latvia https://orcid.org/0009-0003-2089-454X

DOI:

https://doi.org/10.3991/ijep.v16i1.59173

Keywords:

action research, project-based learning, design-based learning, focus group discussion

Abstract

This study aims to identify opportunities for improving a project-based, design-oriented learning approach in design studies, focusing on mechanisms that promote student motivation, competence, and identity development in the context of interdisciplinary cooperation. The following research methods were employed: scientific literature analysis and focus group discussions to ensure data triangulation. Action pilot research was conducted during the development of a design project, with its stages aligned to the phases of the design process. The findings highlight key factors contributing to students’ personal development and successful project outcomes. These include the organization and material infrastructure of the study process, the importance of collaboration across institutional units, among lecturers, and between lecturers and students. The study concludes that strengthening collaboration and stakeholder involvement in the improvement of the study process enhances students’ learning experiences, facilitates knowledge exchange, and increases motivation and learning effectiveness.

Author Biographies

Aina Strode, Riga Technical University Rezekne Academy, Rezekne, Latvia

Associate professor and leading researcher at Riga Technical University, Rezekne Academy (Latvia), Centre for Education, Languages and Social Technologies. Research interests - design in interdisciplinary study; design thinking in education. Author and reviewer of international scientific publications.

Silvija Mežinska, Riga Technical University Rezekne Academy, Rezekne, Latvia

PhD candidate, lecturer, and researcher at the Riga Technical University Rezekne Academy, Engineering Centre. Research interests - design and design innovations in interdisciplinary research and education. Author of international scientific publications.

References

[1] S. Mežinska, “Research Activity of Students in the Application of Laser Processing and 3D Printing Technologies in Textile Fabrics,” SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, vol. 4, May 28–29, 2021, pp. 599–611. DOI: 10.17770/sie2021vol4.6408. https://journals.ru.lv/index.php/SIE/article/view/6408/5162

[2] S. Chandrasekaran, G. Littlefair, A. Stojcevski, “The role of the facilitator in a project/design-based learning environment,” in Proc. 2015 Int. Conf. Interactive Collaborative Learning (ICL), Florence, Italy, Sept. 20–24, 2015, Institute of Electrical and Electronics Engineers (IEEE), Piscataway, NJ, USA, 2015, pp. 21–24.

[3] J. M. Long, M. Pereira, S. Chandrasekaran, “Implementation of project-oriented design-based learning in a second-year mechanical/mechatronics subject,” in Proc. 28th Annual Conf. Australasian Association for Engineering Education, Macquarie University, Sydney, Dec. 10, 2017, pp. 963–973.

[4] A. D. Lantada, “Engineering Education 5.0: Strategies for a Successful Transformative Project-Based Learning,” in Insights into Global Engineering Education after the Birth of Industry 5.0, IntechOpen, 2022, [Online]. Available: https://www.intechopen.com/chapters/80695.

[5] K. Mahtani, J. M. Guerrero, J. Decroix, “Implementing Innovation in Project-Based Learning in Electro-Mechanical Engineering Education,” International Journal of Mechanical Engineering Education, 2024. DOI: 10.1177/03064190241284600. CiteDriveresearch.mondragon.edu

[6] I. D. L. Rios, A. Cazorla, J. M. Díaz-Puente, J. L. Yagüe, “Project–based learning in engineering higher education: Two decades of teaching competences in real environments,” Procedia – Social and Behavioral Sciences, vol. 2, 2010, pp. 1368–1378.

[7] J. Dewey, The School and Society and the Child and the Curriculum, University of Chicago Press, Chicago, IL, USA, 2013.

[8] G. Liu, L. Chen, Y. Li, “Review on the teaching mode of project-based learning,” J. Archit. Educ. Inst. High. Learn., vol. 23, 2014, pp. 44–50.

[9] A. Lasmanis, “Mācību retrospektīvs raksturojums un perspektīva izglītības iestādē [Retrospective Description of Teaching and Perspective in an Educational Institution],” 2010. [Online]. Available: https://profizgl.lu.lv/mod/book/view.php?id=12252&chapterid=2479.

[10] S. Susanto, A. Desrani, A. W. Ritonga, Ramli, M. Lubis, Nurdin, “Learning by Doing: A Teaching Paradigm for Active Learning in Islamic High School,” Journal of Education and e-Learning Research, vol. 10, no. 4, 2024, pp. 793–799.

[11] Buck Institute for Education, PBL for 21st Century Success, Novato, CA: BIE, 2012. [Online]. Available: https://www.pblworks.org/.

[12] S. D. Sheppard, K. Macatangay, A. Colby, W. M. Sullivan, Educating Engineers: Designing for the Future of the Field, San Francisco, CA: Carnegie Foundation for the Advancement of Teaching, Jan. 2008.

[13] S. M. Gómez Puente, “Design-Based Learning in Engineering Education,” in Design-based Concept Learning in Science and Technology Education, Leiden: Brill Sense, 2021, ch. 8, pp. 163–191. DOI: 10.1163/9789004450004_008.

[14] J. L. Kolodner, D. Crismond, J. Gray, J. Holbrook, S. Puntambekar, “Learning by design: From theory to practice,” in Proc. Int. Conf. Learning Sciences (ICLS ’98), Charlottesville, VA, 1998, pp. 16–22.

[15] J. L. Kolodner, K. Nagel, “The Design Discussion Area: A Collaborative Learning Tool in Support of Learning from Problem-Solving and Design Activities,” in Proc. Conf. Computer Supported Collaborative Learning (CSCL), Palo Alto, CA, 1999, pp. 300–307.

[16] J. L. Kolodner, “Facilitating the Learning of Design Practices: Lessons Learned from an Inquiry into Science Education,” Journal of STEM Teacher Education, vol. 39, no. 3, 2002.

[17] J. L. Kolodner, J. Gray, B. B. Fasse, “Promoting Transfer Through Case-Based Reasoning: Rituals and Practices in Learning by Design™ Classrooms,” Cognitive Science Quarterly, vol. 3, 2003, pp. 119–170.

[18] D. Nelson, “Design-based learning delivers required standards in all subjects, K-12,” J. Interdiscip. Stud., vol. 17, 2004, pp. 1–9.

[19] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, L. J. Leifer, “Engineering design thinking, teaching, and learning,” Journal of Engineering Education, vol. 94, no. 1, 2005, pp. 103–120.

[20] S. M. Gómez Puente, M. van Eijck, W. M. G. Jochems, “Professional development for design-based learning in engineering education: A case study,” European Journal of Engineering Education, vol. 40, no. 1, 2015, pp. 14–31. DOI: 10.1080/03043797.2014.903228.

[21] X. Ai, Z. Jiang, K. Hu, S. Chandrasekaran, Y. Wang, “Integrating a Cross-Reference List and Customer Journey Map to Improve Industrial Design Teaching and Learning in ‘Project-Oriented Design-Based Learning,’” Education Sciences, vol. 10, no. 11, p. 330, Nov. 2020. DOI: 10.3390/educsci10110330.

[22] K. Lewin, “Action research and minority problems,” J. Soc. Issues, vol. 2, no. 4, 1946, pp. 34–46.

[23] S. Kemmis, R. McTaggart, The Action Research Planner, Geelong, Australia: Deakin University Press, 1982.

[24] D. Awang, “Comparison between ‘Project-Oriented’ Learning and Problem-Based Learning (PBL) in Design Subject,” in Proc. 2nd Regional Conf. Engineering Education (RCEE) & Research in Higher Education (RHEd), Johor Bahru, Malaysia, Dec. 3–5, 2007. [Online]. Available: https://eprints.utm.my/13853.

[25] M. Davis, H. Dubberly, “Rethinking Design Education,” She Ji: The Journal of Design, Economics, and Innovation, vol. 9, no. 2, 2023.

[26] F. Darbellay, Z. Moody, T. Lubart (eds.), Creativity, Design Thinking and Interdisciplinarity: Creativity in the Twenty-First Century, Singapore: Springer, 2017.

[27] W. Phothong, J. Chaimongkol, L. Ladachart, “The Impact of Design-Based Learning on Students’ Attitudes Towards Design Thinking,” Journal of Technology Education, vol. 34, no. 2, 2023. DOI: 10.21061/jte.v34i2.a.1.

[28] D. Holland, C. Walsh, G. J. Bennett, “An Assessment of Student Needs in Project-Based Mechanical Design Courses,” in Proc. ASEE Annual Conference & Exposition, American Society for Engineering Education, 2013.

[29] L. Wei, W. Zhang, C. Lin, “The study of the effectiveness of design-based engineering learning: The mediating role of cognitive engagement and the moderating role of modes of engagement,” Frontiers in Psychology, vol. 14, 2023, Art. 1151610. DOI: 10.3389/fpsyg.2023.1151610.

[30] S. Thandlam Sudhindra, Y. He, L. Blessing, S. A. Khan, “Stories of Design Education: An Analysis of Practices and Competencies,” Proc. Design Society, vol. 2: DESIGN2022, May 2022, pp. 2403–2412.