Abstract
With technology becoming an indispensable part of daily life, traditional lecture-based methods no longer meet the diverse skill requirements of emerging fields. Innovative teaching methods are thus crucial for enhancing students’ abilities. Digital tools support self-directed learning anytime and anywhere, improving efficiency and outcomes. This study centers on the Problem-Based Learning (PBL) model, designing activities based on teacher-proposed issues and integrating digital tools. The aim is to explore whether combining PBL with digital tools enhances learning motivation and self-regulated learning abilities. Additionally, the study investigates the interaction between team and individual goals within the PBL framework, focusing on adjustments and coordination in goal conflicts. A questionnaire survey was employed, with independent sample t-tests used for data analysis. The study assessed students’ self-regulated learning abilities, including goal setting and strategy adaptation to changing scenarios. Open-ended questions gathered qualitative feedback on addressing goal conflicts. Findings demonstrate that integrating PBL with digital tools significantly enhances self-regulated learning abilities. Incorporating diverse activities and fostering a collaborative environment improves problem-solving skills, motivation, and interest. Instructors’ targeted guidance during goal conflicts is essential for effective goal coordination. This approach equips students with core competencies necessary to adapt to workplace challenges, providing empirical support for innovative instructional design.
Presenters
Yao Fei HuangStudent, Graduate School of Design, National Yunlin University of Science and Technology, Yunlin, Taiwan Wen Huei Chou
Professor, Digital Media Design, National Yunlin University of Science and Technology, Yunlin, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Problem-Based Learning, Self-Regulated Learning
