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Papers on “project-based learning outcomes engagement”

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1. Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

   Rakesh Belwal, Shweta Belwal, Azlinor Binti Sufian, et al. · 2021 · Education + Training · 76 cites

   Purpose: Project-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and co

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2. The Influence of Project Based Learning Model on Creative Thinking Skills and Physics Learning Outcomes

   Nala Oktavia Wulandari, Sutrio, A. Doyan, et al. · 2024 · Jurnal Penelitian Pendidikan IPA · 24 cites

   This study examines the impact of the Project-Based Learning (PjBL) model on high school students' creative thinking skills and physics learning outcomes. Using a quasi-experimental design with a Nonequivalent Control Group, data were collected through pre-tests and post-tests from 71 students divided into experimental and control classes at SMAN 1 Gerung. The findings reveal that the PjBL model significantly enhances students' creative thinking skills, with the experimental class showing a higher improvement (from 42.58 to 76.29) compared to the control class (from 37.41 to 67.77). Additionally, the PjBL model effectively improves cognitive, affective, and psychomotor outcomes, as evidenced

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3. Multimodal Approaches in Problem-Based, Project-Based, and Inquiry-Based Learning Models in Science Education: A Systematic Literature Review

   G. Gunawan, A. Harjono, Kosim Kosim, et al. · 2025 · Indonesian Journal of STEM Education · 18 cites

   The shift in science education towards a constructivist approach requires integrating learning strategies that foster deep student engagement and understanding. This research systematically investigates the integration of multimodal approaches into Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL) models in science education, and evaluates their effectiveness on student learning outcomes. Employing a Systematic Literature Review (SLR) based on the PRISMA protocol, this study covers peer-reviewed sources from various international databases over the last 15 years. Findings consistently indicate that multimodal integration through simulations, virtua

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4. A SYSTEMATIC LITERATURE REVIEW OF PROJECT-BASED LEARNING INTEGRATED WITH STEM EDUCATION: EXAMINING IMPLEMENTATION STRATEGIES, OUTCOMES, AND CHALLENGES

   Chaeriyatun Nissa Auliyani, F. Arianto, C. F. Kholidya · 2025 · Jurnal Visi Ilmu Pendidikan · 16 cites

   This systematic literature review (SLR) examines the integration of Project-Based Learning (PjBL) with Science, Technology, Engineering, and Mathematics (STEM) education over the past five years (2019-2024). It aims to address the implementation strategies, outcomes, and challenges associated with this educational approach. Despite the growing interest in PjBL and STEM, there are notable gaps in understanding the practical application and effectiveness of combined methodologies in diverse educational settings. This SLR identifies common implementation issues, evaluates the impact on student learning outcomes, and highlights recurring challenges faced by educators. The findings suggest that w

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5. Enhancing Learning Outcomes through Cooperative Project-Based Learning with Augmented Reality Integration

   N. Adi, M. Giatman, Asrul Huda, et al. · 2025 · Salud, Ciencia y Tecnología · 12 cites

   This study investigates the integration of Cooperative Project-Based Learning (CPjBL) with Augmented Reality (AR) to enhance student learning outcomes in the context of artificial intelligence education. The study employed a Nonequivalent Control Group Design to compare the effects of this integrated approach with traditional learning methods. The experimental group, which utilized CPjBL enhanced by AR, demonstrated significant improvements in their academic performance, engagement, and problem-solving skills, as shown by pre-test and post-test assessments. In contrast, the control group, following traditional teaching methods, showed smaller improvements. The integration of AR provided stud

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6. Factors explaining students’ engagement and self-reported outcomes in a project-based learning case

   Ramón Tirado-Morueta, Yolanda Ceada-Garrido, A. J. Barragán, et al. · 2022 · The Journal of Educational Research · 11 cites

   Abstract Project-based learning (PBL) has been a methodology traditionally associated with student engagement and good results. However, not all experiences are sufficiently satisfactory. Comprehensive models that explain the success or failure of these experiences are still lacking. The objective of this study was to understand the mechanisms that explain student engagement and other satisfactory educational results of PBL. During two academic years, the Sustainable Urban Race (SUR) project was analyzed. In this project, students from secondary schools should design and build an electric vehicle using solar energy. In the present study, a multigroup analysis of structural equations was appl

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7. Analyzing Learning Outcomes for a Massive Online Competition through a Project-Based Learning Engagement

   Aditya Panwar, Aniruddha Chauhan, Kavi Arya · 2020 · 2020 IEEE Global Engineering Education Conference (EDUCON) · 11 cites

   The e-Yantra project at premier technical institute in India – Indian Institute of Technology Bombay, conducts a massive Online Robotics Competition known as e-Yantra Robotics Competition annually, with the objective to develop ground-breaking digital pedagogy to indulge students in the domain of Robotics and Embedded Systems through hands-on practical medium of Project Based Learning (PBL). The students work in collaboration as a team of four from varying years and disciplines of engineering and implement a 'Theme' - a gamified robotics problem statement over the course of six months. Previous studies of e-Yantra competition have shown that the competition has been successful in teaching st

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8. Bridging the Gap in IoT Education: A Comparative Analysis of Project-Based Learning Outcomes Across Industrial, Environmental, and Electrical Engineering Disciplines

   Verónica Guevara, Miguel Tupac-Yupanqui, Cristian Vidal Silva · 2026 · Comput. · 5 cites

   The rapid integration of Industry 4.0 technologies into non-computer engineering curricula presents a significant pedagogical challenge: avoiding a “one-size-fits-all” approach. While Project-Based Learning (PBL) is widely advocated for teaching Internet of Things (IoT), little research addresses how students from different engineering branches—specifically Industrial, Environmental, and Electrical—respond to identical technical requirements. This study evaluates the deployment of ESP32-based IoT solutions for local agriculture and beekeeping problems in the Peruvian Andes, analyzing the performance and perception of three distinct student cohorts (Total N = 95). Results indicate a significa

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