Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between probl...

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Bibliographic Details
Published in:Sustainability Vol. 13; no. 3; p. 1381
Main Authors: Zhong, Hua-Xu, Chiu, Po-Sheng, Lai, Chin-Feng
Format: Journal Article
Language:English
Published: Basel MDPI AG 01.02.2021
Subjects:
Active learning
Attitudes
Cognitive load
College students
Curricula
Design engineering
Educational aspects
Educational materials
Engineering design
Flipped classroom
Flow (Psychology)
Gender differences
Instructional design
Methods
Multimedia
Problem based learning
Psychological aspects
Skills
Study and teaching
Sustainability
Teachers
Teaching methods
Taiwan
ISSN:2071-1050, 2071-1050
Online Access:Get full text
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Summary:The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su13031381