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Project-based learning in capstone design courses for engineering students: Factors affecting outcomes

Title
Project-based learning in capstone design courses for engineering students: Factors affecting outcomes
Authors
Joo Y.J.Lim K.Y.Lee S.Y.
Ewha Authors
주영주임규연
SCOPUS Author ID
주영주scopus; 임규연scopus
Issue Date
2019
Journal Title
Issues in Educational Research
ISSN
0313-7155JCR Link
Citation
Issues in Educational Research vol. 29, no. 1, pp. 123 - 140
Publisher
Western Australian Institute for Educational Research Inc.
Indexed
SCOPUS scopus
Document Type
Article
Abstract
This study aimed to examine the structural relationships among factors that affect learner satisfaction and achievement in project-based learning for capstone design courses in engineering education. Specifically, problem-solving efficacy, task value, teamwork competency, and task authenticity are suggested as critical factors that affect learner satisfaction and perceived achievement. The study employed structural equation modelling in order to examine the relationships among the variables, and the data from 363 university students who were enrolled in capstone design courses were analysed. The results suggest that task value and task authenticity exerted significant effects on learner satisfaction. Problem-solving efficacy, teamwork competency, task authenticity, and satisfaction exerted significant effects on learning outcomes, but task value did not. The results imply that the effects of problem-solving efficacy on perceived achievement reveal the importance of motivational factors in capstone design courses. In addition, instructional strategies that highlight task utility value and provide environments in which learners can share that value would be meaningful in promoting learning effectiveness in capstone design courses. © 2019, Western Australian Institute for Educational Research Inc. All rights reserved.
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사범대학 > 교육공학과 > Journal papers
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