TY - JOUR
T1 - The Study Of The Effectiveness Of Design-Based Engineering Learning (DBEL): The Mediating Role Of Cognitive Engagement And The Moderating Role Of Modes Of Engagement
AU - Wei, Lina
AU - Wang, Liang
AU - Zhang, Wei
AU - Xu, Peiyun
N1 - Publisher Copyright:
© 2023 SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. All Rights Reserved.
PY - 2023
Y1 - 2023
N2 - Aim Design-based engineering learning (DBEL) offers a potentially valuableapproach to engineering education, but its mechanism of action has yet to beverifiedby empirical studies. Accordingly, the present study aimed to establish whether DBELproduces better learning outcomes, thereby building a strong, empirically groundedcase for further research into engineering education.
Methods To build a more comprehensive model of design-based engineeringlearning, the variables of cognitive engagement (the mediator) and modesof engagement (the moderator) were introduced to build a theoretical processmodel. Questionnaires and multiple linear regression analysis were used to verify themodel.
Results and discussion All four features of DBEL (design practice, interactivereflection, knowledge integration, and circular iteration) were found to exert significant and positive effects on learning outcomes. Moreover, cognitive engagement wasfound to both fully and partially mediate the relationships between these featuresandthe outcomes of engineering learning; under two different modes of engagement, thepositive effects of the learning features on cognitive engagement differed significantly.
Conclusions The paper concluded the following: (1) a design-basedlearningapproach can enhance engineering students’ learning outcomes, (2) cognitiveengagement mediates between design-based engineering learning andlearningoutcomes (3) a systematic mode of engagement produces better learningoutcomesthan a staged modes of engagement.
AB - Aim Design-based engineering learning (DBEL) offers a potentially valuableapproach to engineering education, but its mechanism of action has yet to beverifiedby empirical studies. Accordingly, the present study aimed to establish whether DBELproduces better learning outcomes, thereby building a strong, empirically groundedcase for further research into engineering education.
Methods To build a more comprehensive model of design-based engineeringlearning, the variables of cognitive engagement (the mediator) and modesof engagement (the moderator) were introduced to build a theoretical processmodel. Questionnaires and multiple linear regression analysis were used to verify themodel.
Results and discussion All four features of DBEL (design practice, interactivereflection, knowledge integration, and circular iteration) were found to exert significant and positive effects on learning outcomes. Moreover, cognitive engagement wasfound to both fully and partially mediate the relationships between these featuresandthe outcomes of engineering learning; under two different modes of engagement, thepositive effects of the learning features on cognitive engagement differed significantly.
Conclusions The paper concluded the following: (1) a design-basedlearningapproach can enhance engineering students’ learning outcomes, (2) cognitiveengagement mediates between design-based engineering learning andlearningoutcomes (3) a systematic mode of engagement produces better learningoutcomesthan a staged modes of engagement.
KW - Design-based engineering learning
KW - cognitive engagement
KW - modes of engagement
KW - learning outcomes
KW - engineering education
KW - Design-based Engineering Learning
KW - Modes of Engagement
KW - Cognitive Engagement
KW - Learning Outcomes
UR - http://www.scopus.com/inward/record.url?scp=85179854591&partnerID=8YFLogxK
U2 - 10.21427/bmhq-f697
DO - 10.21427/bmhq-f697
M3 - Article
SP - 1452
EP - 1463
JO - European Society for Engineering Education (SEFI)
JF - European Society for Engineering Education (SEFI)
ER -