Students perceive DPBL tasks as providing ownership, autonomy, and flexibility¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Qualitative synthesis of student quotes found that DPBL tasks provided students with a sense of ownership, autonomy, and flexibility in deciding when and where to engage with learning activities. → Rathleff Camilla Rams 2025

Evidence¶

Rathleff Camilla Rams 2025¶

Rathleff Camilla Rams, Vergel John, Ryberg Thomas, Kristensen Jette Kolding, Telléus Patrik Kjaersdam. (2025). Medical students’ evaluation of digital problem-based learning: a mixed-methods systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-025-07823-2

q2 · i? · quant-synthesis · r2

Thematic synthesis of 195 student quotes categorized under epistemic design found that "Tasks within the digital PBL context gave the students a sense of Ownership" due to flexibility allowing greater autonomy in when and where to engage.

"Tasks within the digital PBL context gave the students a sense of Ownership. This was explained by the flexibility in the design of the task which allowed students greater autonomy in deciding – such as when and where to engage with the learning activities"

Discussion¶

Related Claims¶

• Autonomy, meaningful purpose, and interest improve intrinsic motivation and deeper processing — a broader claim this one bears on
• Primary school students aged 9–12 perceive a sense of agency—choice over content, personalization, self-directed performance, and task completion—as a core element of fun in learning — related
• Adult learners expect AI to enhance autonomy through choices, flexible learning spaces, metacognitive awareness, and structured self-assessment — related
• Students showed a more positive response toward the DPBL teaching approach than toward direct instruction — related