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International Journal of Technology and Design Education

Erschienen in:

01.12.2022

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

verfasst von: Aysun Ateş Akdeniz

Erschienen in: International Journal of Technology and Design Education | Ausgabe 5/2023

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Abstract

A growing number of studies indicate that self-regulated learning plays a significant role in students’ academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students’ self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

Vorheriger Artikel An exploration of an interprofessional embedded educational model between occupational therapy and industrial design: a qualitative hermeneutical phenomenological inquiry

Nächster Artikel Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course

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Titel: Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course
verfasst von: Aysun Ateş Akdeniz
Publikationsdatum: 01.12.2022
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 5/2023
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-022-09798-3

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