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- Title
The study of the effectiveness of design-based engineering learning: the mediating role of cognitive engagement and the moderating role of modes of engagement.
- Authors
Lina Wei; Wei Zhang; Chenhua Lin
- Abstract
Aim: Design-based engineering learning (DBEL) offers a potentially valuable approach to engineering education, but its mechanism of action has yet to be verified by empirical studies. Accordingly, the present study aimed to establish whether DBEL produces better learning outcomes, thereby building a strong, empirically grounded case for further research into engineering education. Methods: To build a more comprehensive model of design-based engineering learning, the variables of cognitive engagement (the mediator) and modes of engagement (the moderator) were introduced to build a theoretical process model. Questionnaires and multiple linear regression analysis were used to verify the model. Results and discussion: All four features of DBEL (design practice, interactive reflection, knowledge integration, and circular iteration) were found to exert significant and positive effects on learning outcomes. Moreover, cognitive engagement was found to both fully and partially mediate the relationships between these features and the outcomes of engineering learning; under two different modes of engagement, the positive effects of the learning features on cognitive engagement differed significantly. Conclusion: The paper concluded the following: (1) a design-based learning approach can enhance engineering students’ learning outcomes, (2) cognitive engagement mediates between design-based engineering learning and learning outcomes (3) a systematic mode of engagement produces better learning outcomes than a staged modes of engagement.
- Subjects
ENGINEERING drawings; MULTIPLE regression analysis; EDUCATIONAL outcomes; ENGINEERING education; COGNITIVE learning; ENGINEERING students; STUDENT engagement
- Publication
Frontiers in Psychology, 2023, p1
- ISSN
1664-1078
- Publication type
Article
- DOI
10.3389/fpsyg.2023.1151610