Abstract
This study examines structured self-reflection as a formative assessment tool within a Visual Communication Design Studio incorporating the service-learning (S-L) methodology, analysing motivational dynamics experienced by twenty undergraduate students. Using Thematic Analysis of 420 weekly responses, the study draws on Self-Determination Theory (SDT) to map reflections on strengths, weaknesses, and intentions against needs for autonomy, competence, and relatedness. The analysis revealed a consistent pattern: strengths centred on competence and relatedness, while weaknesses highlighted motivational tensions and emotional blockages regarding self-regulation and project management. The dominant dynamic was the interplay between autonomy and relatedness, with “teamwork” emerging as the most recurrent goal. The reflective instrument helped externalise tacit struggles and, as a micro-intervention, guided students from reflection-on-action toward self-regulated, actionable goals. Findings suggest that design studio tutors could utilise this dual-layered evidence—addressing disciplinary and psychological processes—to provide targeted feedback supporting students’ relational and self-regulatory needs.
Keywords
design education; service-learning; student motivation; reflective practice
DOI
https://doi.org/10.21606/drs.2026.2516
Citation
Poblete Pérez, A., Castro-Navarro, E.J., Mora Briones, A., del Real Westphal, P., and Cabello Mora, M. (2026) Motivation and Reflective Processes in Service-Learning Design Projects: Insights from a Visual Communication Design Studio, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.2516
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Motivation and Reflective Processes in Service-Learning Design Projects: Insights from a Visual Communication Design Studio
This study examines structured self-reflection as a formative assessment tool within a Visual Communication Design Studio incorporating the service-learning (S-L) methodology, analysing motivational dynamics experienced by twenty undergraduate students. Using Thematic Analysis of 420 weekly responses, the study draws on Self-Determination Theory (SDT) to map reflections on strengths, weaknesses, and intentions against needs for autonomy, competence, and relatedness. The analysis revealed a consistent pattern: strengths centred on competence and relatedness, while weaknesses highlighted motivational tensions and emotional blockages regarding self-regulation and project management. The dominant dynamic was the interplay between autonomy and relatedness, with “teamwork” emerging as the most recurrent goal. The reflective instrument helped externalise tacit struggles and, as a micro-intervention, guided students from reflection-on-action toward self-regulated, actionable goals. Findings suggest that design studio tutors could utilise this dual-layered evidence—addressing disciplinary and psychological processes—to provide targeted feedback supporting students’ relational and self-regulatory needs.