Abstract
This study aims to address common issues of low motivation and poor outcomes among design students in theoretical courses by introducing the "Process-Oriented Guided Inquiry Learning Model" (POGIL) into a human factors design course for instructional innovation. It evaluates changes in students' learning engagement through questionnaires and focus group interviews. The participants were 44 design students at a university of technology, and the course lasted nine weeks. Although students were initially unfamiliar with the POGIL model, which led to some adverse reactions, they demonstrated positive growth in collaboration, participation, and reflective learning. Statistical results indicated upward trends in skills, performance, and self-efficacy, with increasing recognition of the new approach. The study recommends expanding the sample size and duration in future research, as well as enhancing students' oral communication and time management skills to improve instructional effectiveness.
Keywords
POGIL; Human Factors Design Course; Design Education; Learning Engagement
DOI
https://doi.org/10.21606/iasdr.2025.765
Citation
Tsai, W., Chu, K.,and Lee, C.(2025) Innovative Teaching and Effectiveness Analysis of Integrating the POGIL Learning Model into Human Factors Design Course, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.765
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Innovative Teaching and Effectiveness Analysis of Integrating the POGIL Learning Model into Human Factors Design Course
This study aims to address common issues of low motivation and poor outcomes among design students in theoretical courses by introducing the "Process-Oriented Guided Inquiry Learning Model" (POGIL) into a human factors design course for instructional innovation. It evaluates changes in students' learning engagement through questionnaires and focus group interviews. The participants were 44 design students at a university of technology, and the course lasted nine weeks. Although students were initially unfamiliar with the POGIL model, which led to some adverse reactions, they demonstrated positive growth in collaboration, participation, and reflective learning. Statistical results indicated upward trends in skills, performance, and self-efficacy, with increasing recognition of the new approach. The study recommends expanding the sample size and duration in future research, as well as enhancing students' oral communication and time management skills to improve instructional effectiveness.