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Understanding learning and emotions in Design-Based Learning: what and why crucial to be considered

Authors:

Panos Markopoulos,

Tilde BekkerAuthors Info & Claims

FabLearn '20: Proceedings of the FabLearn 2020 - 9th Annual Conference on Maker Education

Pages 1 - 9

https://doi.org/10.1145/3386201.3386202

Published: 22 November 2021 Publication History

Abstract

There is a growing interest in, Design-Based Learning (DBL), a constructivist learning approach where students learn through design activities. Past research has examined extensively how this theoretically motivated learning approach can be implemented in practice. Earlier empirical studies have examined the effectiveness of DBL and have surveyed the attitudes of participating students towards DBL. However, related evidence lacks detail and does not account for how different aspects of DBL support students' learning and how students experience DBL. We report a case study of a DBL course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation. This paper contributes to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL; (b) our awareness of emotions' impact in DBL-related experience; and (c) implications for educators steering DBL activities taking into account the students' feelings.

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Cited By

Zhang FMarkopoulos PAn PSchüll M(2022)Social sharing of task-related emotions in Design-Based LearningInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2021.10037831:COnline publication date: 1-Mar-2022
https://dl.acm.org/doi/10.1016/j.ijcci.2021.100378
Zhang FMarkopoulos PBekker TPaule-Ruíz MSchüll M(2020)Understanding design-based learning context and the associated emotional experienceInternational Journal of Technology and Design Education10.1007/s10798-020-09630-w32:2(845-882)Online publication date: 14-Oct-2020
https://doi.org/10.1007/s10798-020-09630-w

Index Terms

Understanding learning and emotions in Design-Based Learning: what and why crucial to be considered
1. Applied computing
  1. Education
    1. Collaborative learning
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Adult education

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cover image ACM Other conferences

FabLearn '20: Proceedings of the FabLearn 2020 - 9th Annual Conference on Maker Education

April 2020

139 pages

ISBN:9781450375436

DOI:10.1145/3386201

Copyright © 2020 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 22 November 2021

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China Scholarship Council

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FabLearn '20

FabLearn '20: FabLearn 2020 - 9th Annual Conference on Maker Education

April 4 - 5, 2020

NY, New York, USA

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Cited By

Zhang FMarkopoulos PAn PSchüll M(2022)Social sharing of task-related emotions in Design-Based LearningInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2021.10037831:COnline publication date: 1-Mar-2022
https://dl.acm.org/doi/10.1016/j.ijcci.2021.100378
Zhang FMarkopoulos PBekker TPaule-Ruíz MSchüll M(2020)Understanding design-based learning context and the associated emotional experienceInternational Journal of Technology and Design Education10.1007/s10798-020-09630-w32:2(845-882)Online publication date: 14-Oct-2020
https://doi.org/10.1007/s10798-020-09630-w

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