Motivational Factors to Consider when Introducing Problem-Based Learning in Engineering Education Courses

摘要

Problem-Based Learning (PBL) has become more popular in higher education over the past several years. It has proven to be effective in engineering education to increase students' motivation and the acquisition of skills required by the labour market and today's society. However, even when PBL is gradually introduced at an institution alongside traditional teaching, it is not perceived by students as an easy way to learn, especially when ill-structured, real problems are first introduced. Students can feel stressed, often because of their lack of both skills and previous knowledge, and they often prefer to focus their efforts on the final result and on passing their exams rather than the problem-solving process. To identify the difficulties that students have during PBL and to re-design instruction to increase students' motivation, this study used the MUSIC (R) Model of Motivation as a conceptual framework. This paper analyses students' motivation when PBL is introduced in a traditional-teaching institution, and discusses the main adjustments needed to increase students' motivation, engagement, and learning.