Understanding design-based learning context and the associated emotional experience

Abstract

Educational settings are emotional places where students experience diverse emotions in relation to academic activities and their outcomes. Emotions, in turn, greatly influence students’ learning process and engagement. Research on emotions in Design-Based Learning (DBL) has so far been coarse-grained examining how students evaluate their overall feelings towards the DBL project. As yet, little is known regarding how specific DBL activities influence students’ emotional experience. Therefore, we report a three-month field study of a DBL project involving 30 middle school students (aged 13–14) addressing dual research purposes: (1) to faithfully reconstruct the manner and sequence of activities during DBL from a fine-grained perspective; and (2) to examine the relationship between these activities and students’ emotional experience. This study used a mixed research method and collected multiple data sources, including experience sampling surveys, classroom observations, and interviews. The research outcomes in this study are multiple. First, this paper reveals detailed inspection regarding the types of task students performed, the strategies of shifting, and executing tasks during the process student experienced. Second, this paper identifies specific types of activities that have a significant positive or negative relationship with students’ emotional experiences. Derived from reported empirical evidence in the present study, this paper furtherly proposes an Activity-and-Affect model of DBL. This model provides a fine-grained description of DBL activity as continuous along three dimensions: task (design thinking process, project management, social interaction) task strategy (single-tasking vs. multitasking), and collaboration strategy (individual or group). Our analysis highlights the variability in how different DBL activities can be associated with different emotions.

A pedagogical study on promoting students' deep learning through design-based learning

“…Some scholars conducted empirical studies combining the DBL method with other teaching methods (Zhang et al, 2021 ). Zhang et al ( 2022 ) studied that specific DBL activities affect students' emotional experiences.…”

“…Some scholars conducted empirical studies combining the DBL method with other teaching methods (Zhang et al, 2021). Zhang et al (2022) studied that specific DBL activities affect students' emotional experiences. However, the above studies were not specific about the deep investigation of students' thinking and ability.…”

Aprendizaje basado en Diseño y Tecnologías de la Información y la Comunicación como modelos pedagógicos en la educación peruana

“…Para Zhang et al (2020), el diseño puede verse como una forma válida de investigación, ello debido al objetivo general de las actividades de diseño, las cuales consisten en desarrollar o mejorar artefactos y servicios. Como consecuencia, el proceso de diseño se puede transferir fácilmente a un proceso de resolución de problemas en el aprendizaje de muchas materias en el aula.…”

Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science

“…In addition to learning, DBL appears to have a particularly positive effect on motivational and affective factors during learning [38,39]. Kiili [40] showed that the design of learning materials in the context of an online game can lead to the experience of flow, and in [41], the testing of prototypes was perceived as a very joyful activity. Erol and Kurt [42] were able to demonstrate the positive effect of DBL on the motivational experience in a posttest and in a delayed posttest.…”