Understanding design-based learning context and the associated emotional experience
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Understanding design‑based learning context and the associated emotional experience Feiran Zhang1 · Panos Markopoulos1 · Tilde Bekker1 · Mpuerto Paule‑Ruíz2 · Martine Schüll3 Accepted: 3 October 2020 © The Author(s) 2020
Abstract Educational settings are emotional places where students experience diverse emotions in relation to academic activities and their outcomes. Emotions, in turn, greatly influence students’ learning process and engagement. Research on emotions in Design-Based Learning (DBL) has so far been coarse-grained examining how students evaluate their overall feelings towards the DBL project. As yet, little is known regarding how specific DBL activities influence students’ emotional experience. Therefore, we report a three-month field study of a DBL project involving 30 middle school students (aged 13–14) addressing dual research purposes: (1) to faithfully reconstruct the manner and sequence of activities during DBL from a fine-grained perspective; and (2) to examine the relationship between these activities and students’ emotional experience. This study used a mixed research method and collected multiple data sources, including experience sampling surveys, classroom observations, and interviews. The research outcomes in this study are multiple. First, this paper reveals detailed inspection regarding the types of task students performed, the strategies of shifting, and executing tasks during the process student experienced. Second, this paper identifies specific types of activities that have a significant positive or negative relationship with students’ emotional experiences. Derived from reported empirical evidence in the present study, this paper furtherly proposes an Activity-and-Affect model of DBL. This model provides a fine-grained description of DBL activity as continuous along three dimensions: task (design thinking process, project management, social interaction) task strategy (single-tasking vs. multitasking), and collaboration strategy (individual or group). Our analysis highlights the variability in how different DBL activities can be associated with different emotions. Keywords Design-based learning · Achievement emotion · Context · Learning activity · Student · Children
* Feiran Zhang [email protected] Extended author information available on the last page of the article
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Introduction Design can be seen as a valid form of inquiry, given the general goal of design activities is typically to develop or improve artefacts and services (de Vries 2016). Consequently, the design process can be easily transferred to a process of problem-solving in the learning of many subjects in the K-12 classroom (Davis et al. 1997). Driven by the mechanism of design, the learning approach so-called Design-Based Learning applies Design Thinking (Rowe 1987) in a problem-based or project-based learning context. Design thinking is built upon fundamental mindsets (e.g., human-centeredness, empathy, a culture of prototyping, and radical collaboration) that frame a studen
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