Fostering learning with challenge-based innovation in higher education: case CERN Bootcamp

Ojasalo, Jukka; Kaartti, Virpi

doi:10.23726/cij.2021.1278

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…If students believe that the activities are more challenging and that they can establish their own goals, receive feedback and praise about their improvement and effort, or receive clear expectations and hints to foster a deeper understating, they are more likely to engage in the activities and, in turn, improve their level of practical competence. These findings aligned with those indicating that perceived competence might be related to the learning process [ 42 , 44 , 45 ]. These studies suggested that the provision of choice and the promotion of active participation between students in CBL experiences might significantly improve learning and enhance their competence satisfaction, which might also be related to students’ engagement.…”

Section: Discussionsupporting

confidence: 86%

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The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement

Simón-Chico

González-Peño

Hernández-Cuadrado³

et al. 2023

EJIHPE

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The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.

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Section: Discussionsupporting

confidence: 86%

“…As for the learning content, it should provide students with the opportunity to interact with one another. This educational framework has been investigated in different disciplines, with an increasing emphasis in the fields of engineering and medicine but few studies in the field of PE [ 42 , 44 , 45 ].…”

Section: Introductionmentioning

confidence: 99%