Design-based Learning in Information Systems: the Role of Knowledge and Motivation on Learning and Design Outcomes
Year: 2014
Type: article
Study design: Clinical Trial
Abstract: This research explores use of Design-based Learning (DBL) in an IT education as a means of improving knowledge of the design process, design outcomes, and student motivation. This study involved the implementation of Design-based Learning strategies in IS classes. Students were assigned a team-based design project with Design-based Learning approach. Then they were assessed in terms of their knowledge of the design process (Gentili et al. 2005), level of motivation (Mykytyn et al. 2008), and learning approach (deep vs. surface) (Cope et al. 2002). The results show that the design process knowledge is significantly correlated with design outcomes indicated as peer design rating and peer usability rating. The study also finds that using Design-Based Learning pedagogical approach has the potential to increase IS students’ understanding of the design process through engaging in active and authentic learning projects.
Authors: Streator, Joycelyn, Cho, Sunyoung
Institution: Georgia Gwinnett College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W93503103