The study of the effectiveness of design-based engineering learning: the mediating role of cognitive engagement and the moderating role of modes of engagement

Abstract

AimDesign-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.MethodsTo 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 discussionAll 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.ConclusionThe 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.

The relationship between student interaction with generative artificial intelligence and learning achievement: serial mediating roles of self-efficacy and cognitive engagement

“…Third, this study provides new insights into the mediating effects of self-efficacy and cognitive engagement in education by introducing interactions with novel technical tools as the independent variables. There is a considerable amount of research pointing out that selfefficacy and cognitive engagement play mediating roles in relation to students' motivation, understanding, learning and achievements (Schunk and Pajares, 2001;Bandura, 2006;Van Dinther et al, 2011;Chong et al, 2018;Nagadeepa, 2021;Chhetri and Baniya, 2022;Wei et al, 2023). Following this line, we supplement empirical evidence that self-efficacy and cognitive engagement also mediate the association of students' interaction with GAI tools and academic achievements and discuss their practical implications.…”

“…Second, this study sheds light on the mediating roles of selfefficacy and cognitive engagement in the mechanism between the student-GAI interaction level and learning achievement. Extensive literature demonstrates that environment, actions, and behavior affect the psychological factors, which influence outcomes (e.g., Liang et al, 2021;Nagadeepa, 2021;Chhetri and Baniya, 2022;Wei et al, 2023). While many GAI-related studies have illustrated that GAI tools are characterized by personalization and interactivity (Baidoo-Anu and Owusu Ansah, 2023;Kasneci et al, 2023), it is unclear how these characteristics are associated with students' psychological factors in course learning.…”

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

“…The ongoing stimulation of situational interest leads to the sustained presence of situational interest, which is characterized by prolonged focus and determination, as well as the emergence of positive emotional, cognitive, and evaluative reactions [12,13,[31][32][33] . Students' attitudes may change as situational attention is maintained and knowledge and value are established; they may show a growing interest in a particular subject area and desire to pursue further education [3] .…”

“…In this study, the instructional strategies effectively mediate the interest levels of students because of its capacity to engage them in cognitive learning. Similarly, among engineering students, to foster the development of engineering skills, it is essential to engage instructors and students from many academic fields, thereby stimulating learners to analyze real-life problems and design solutions [33] . Elastika et al [87] explained that the environment and setting could influence the learning of students in mathematics.…”