Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

Abstract

A growing number of studies indicate that self-regulated learning plays a significant role in students’ academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students’ self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

Enhancing self-regulated learning and critical thinking in STEM through flipped classroom models

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