PBL Impact on Learning Outcomes in Computer Engineering

A 12-Year Analysis

Bibliographic Data

ID22045238
AuthorsPedro J Lara-Bercial (0000-0001-8070-3010, Universidad Europea de Madrid, corresponding author), María Cruz Gaya-López (Universidad Europea de Madrid), Juan-Miguel Martínez-Orozco (Universidad Europea de Madrid), Silvia Lavado-Anguera (0009-0009-5030-4524, Universidad Europea de Madrid)
Year2024
Volume14
Issue6
Pages653
Publication date2024-06-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14060653
OpenAlexW4399736572
LanguageEN
Citations received1
References cited9

This article describes an evaluation of the Project-Based Learning (PBL) methodology implemented in the STEAM School of Universidad Europea in the Computer Engineering degree. The study raises research questions related to the perception of technical and soft skills acquired by students who used or considered PBL as their primary learning methodology compared to those who did not. Students’ motivation and adaptability to work after graduation have also been examined. The sample of students includes graduates from the last 20 years and therefore analyzes both the period in which the methodology was already implemented (from 2012) and some previous years. The study concludes that students who have identified or experienced PBL as their main learning methodology perceive a better acquisition of technical competencies and some soft skills, as well as better motivation and adaptability to the work environment

Academic achievement · Computer-Assisted Instruction · Educational technology · Engineering education · Engineering management · Mathematics education · Multimedia · Problem-based learning · Biomedical and Engineering Education · Computer Science · Engineering · Experimental Learning in Engineering · Problem and Project Based Learning · Psychology

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