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Cited by 87Problem and Project Based LearningTeaching and Learning ProgrammingInnovative Teaching Methods

Improving Student Engagement With Project-Based Learning: A Case Study in Software Engineering

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Morais, Paula, Ferreira, Maria Joao, Veloso, Bruno·2021·IEEE Revista Iberoamericana de Tecnologias del Aprendizaje
DOI 10.1109/rita.2021.3052677
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Abstract

In the area of Information and Communication Technologies, in addition to the problem of engagement, students often have difficulties in learning subjects related to modeling and programming. The reasons for these difficulties are well known and described in the literature, pointing to difficulties in abstraction and logic thinking. Knowing that the value of flexible and personalized learning, teachers are changing the way they teach, using different active learning methodologies, such as flipped classroom, project-based learning, and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students enrolled in the Computer Science bachelor's degree course, attending three curricular units: Information Systems Development, Data Structures, and Web Languages and Technologies. The approach followed by the teachers used project-based learning as an active learning methodology. This methodology allows us to achieve four main objectives: (i) improve student engagement; (ii) improve learning outcomes achievement (iii) increase the course success rate and (iv) allow students to experience the need for the software development lifecycle, feeling that software engineering is not a block-based process but depending on previous activity, often leads to the need to go back in the process. The results obtained with the use of the active methodology were well accepted by the students and allowed both teachers and students to reach the objectives set.

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Crossref · 10.1109/rita.2021.3052677

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  • Morais et al. randomized trial quantified PBL learning value through elicitation technique, with students considerably overvaluing PBL courses reflecting enhanced competencies gained.

    “Morais et al.16 randomized the trial quantified PBL learning value through elicitation technique calculating revealed willingness-to-pay, with students considerably overvaluing PBL courses reflecting enhanced competencies gained.”

    From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [16]

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Authors
Morais, P., Ferreira, M. J., & Veloso, B.
Affiliations
  • Universidade Portucalense (PT)
  • Research on Economics, Management and Information Technologies (REMIT), Universidade Portucalense, Porto, Portugal
ORCID
Venue
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje
Publisher
Institute of Electrical and Electronics Engineers (IEEE)
Published
2021-02
Volume
16
Issue
1
Pages
21-28
ISSN
  • 1932-8540 (ISSN-L)
  • 2374-0132
DOI
10.1109/rita.2021.3052677
OpenAlex
W3132846037
Cited by
79
References
43
Citations by year
2026: 7 · 2025: 23 · 2024: 17 · 2023: 15 · 2022: 12 · 2021: 5
FWCI
21.53
Type
journal article
Language
en
Open access
Licence
Locations
  • IEEE Revista Iberoamericana de Tecnologias del Aprendizaje (publishedVersion)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Social Sciences › Education › Innovative Teaching Methods
Keywords
project-based learning, student engagement, software engineering education, active learning, information system development, data structures, software development lifecycle, learning outcomes

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