Students in interdisciplinary design studio courses reported high authentic motivation stemming from the problems rather than grades¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students were motivated by the nature of the problem to be solved rather than by course grades, rating personal motivation beyond a grade at 4.15 (SD = 1.00) and responsibility for their work at 4.45 (SD = 0.81). → Warr 2020

Evidence¶

Warr 2020¶

Warr, M. & West, R. E. (2020). Bridging Academic Disciplines with Interdisciplinary Project-based Learning: Challenges and Opportunities. The Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.14434/ijpbl.v14i1.28590

q2 · i? · the article prints no effect size for this finding · qualitative · r3

Postpositivist qualitative study (2014–2016) using interviews, observations, and Likert surveys of studio students across disciplines. End-of-course surveys showed "students rated their deep, personal motivation an average of 4.15 (SD = 1.00)" and responsibility at 4.45 (SD = 0.81) on a 1–5 scale; students attributed motivation to world impact, authentic career-relevant work, autonomy, and outside collaboration.

"students rated their deep, personal motivation an average of 4.15 (SD = 1.00), and feelings of personal responsibility for their work an aver- age of 4.45 (SD = 0.81)."

Discussion¶

Related Claims¶

• Organization-simulation knowledge practices support interdisciplinary learning — related
• Students believed interdisciplinary studio experiences would ease their transition into the workforce — related
• Interest alignment is highest among course completers while economic motivations (higher pay, better benefits, increased stability) are highest among non-completers — related
• Youth motivation to persist in everyday problem-solving is minimal, costing them collaboration and new knowledge — related
• Learning Studio participation was associated with positive indicators of engagement and persistence, especially among high school students — related
• Authentic, challenging projects in the Learning Studio developed students' self-efficacy for future careers — related
• Students in a collaborative, project-based engineering design course gained declarative knowledge but not procedural or principled knowledge or personal interest — related
• In one extreme case, two sixth-graders with a choice-rich, ungraded STEAM infrastructure extended a game-design challenge into a year-long self-directed project well beyond its designed scope — related