Leveraging systems thinking, engagement, and digital competencies to enhance first-year architecture students’ achievement in design-based learning

Avsec, Stanislav (avtor), Jagiełło-Kowalczyk, Magdalena (avtor), Żabicka, Agnieszka (avtor), Gawlak, Agata (avtor), Gil-Mastalerczyk, Joanna (avtor)

In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem.

• Jezik: Angleški jezik
• Ključne besede: sustainable architecture education, learning dynamics, systems thinking, ICT self-concept, engagement, mediation analysis
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2023
• Št. strani: 33 str.
• Številčenje: Vol. 15, iss. 20, art. 15115
• PID: 20.500.12556/RUL-164820
• UDK: 378:72
• ISSN pri članku: 2071-1050
• DOI: 10.3390/su152015115
• COBISS.SI-ID: 169830659
• Datum objave v RUL: 13.11.2024

Gradivo je del revije

• Naslov: Sustainability
• Skrajšan naslov: Sustainability
• Založnik: MDPI
• ISSN: 2071-1050
• COBISS.SI-ID: 5324897

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: izobraževanje o trajnostni arhitekturi, dinamika učenja, sistemsko razmišljanje, samopodoba IKT, analiza posredovanja, vključenost, arhitektura, učenje

Projekti

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: J5-4573
• Naslov: Razvijanje veščin 21. stoletja za trajnostni razvoj in kvalitetno izobraževanje v času hitrih tehnološko pogojenih sprememb gospodarskega, socialnega in naravnega okolja