Effectiveness of technology-integrated project-based approach for self-regulated learning of engineering students

Abstract

ABSTRACT The goal of this study is to explore the impact of a technology-integrated project-based learning intervention (ReaLabs) on students’ learning attitudes, behaviours and self-regulated learning (SRL). A group of 49 mechanical engineering students was taught using this intervention and a group of 50 students in the same specialty was taught using the traditional method (Google docs). The findings revealed that students in the intervention group reported higher scores in learning attitudes and behaviours. They also reported higher levels of goal setting, task strategies, time management, help-seeking, and self-evaluation skills as compared to students in the control group. In addition, the usefulness of ReaLabs, the use of online tool was better perceived in the intervention group than that of Google docs in the control group. These findings indicate that a smart pedagogy model built on a technology-integrated learner-centered teaching approach may support outcomes related to SRL for engineering education students.