Scholarlink

<p>Teaching advanced control systems concepts, such as digital control design and state-space modeling, frequently presents significant pedagogical challenges in engineering education, as traditional theoretical instruction often struggles to foster deep student comprehension and sustained engagement. While Project-Based Learning (PjBL) is recognized for its benefits in active learning, conventional single-delivery approaches can fall short in providing the iterative feedback crucial for students to master complex, multi-phase engineering projects. This manuscript proposes and evaluates an iterative PjBL methodology featuring multiple deliveries and continuous assessments, implemented in the Control Systems II course for Electrical and Aerospace Engineering programs at the Federal University of Santa Maria, Brazil, across cohorts from 2021 to 2024. This approach aims to enhance student learning by engaging them in practical, interdisciplinary control system design projects with structured, iterative feedback loops. The effectiveness of this multi-stage PjBL approach was evaluated through case studies, quantitative analysis of student grades, and qualitative survey responses. A particularly noteworthy outcome was the statistically significant reduction in the number of students who did not deliver the final project or dropped out due to low project-related scores, confirmed by a Fisher’s exact test (p &lt; 10%). Zero such cases were observed in the multiple-delivery cohorts, representing a substantial improvement compared to previous single-delivery implementations. While average final grades did not show statistically significant improvement, this approach effectively supported lower-performing students. Furthermore, student testimonials and survey data consistently highlighted more effective learning, enhanced knowledge consolidation, and increased motivation and engagement. These findings underscore the value of iterative feedback in PjBL for improving learning outcomes and preventing academic failure in demanding control systems courses.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Improving Control Systems Education in Brazilian Engineering Programs through an Iterative Project-Based Learning Approach

  • 期刊论文

  • 发表日期：

    2025年11月28日

查看全文
  • Aline R. Antunes,
  • Giulia R. Herdies,
  • Júlio C. Ceolin,
  • Gustavo S. Azzolin,
  • Luciane F. Jacobi,
  • Antônio C. K. Filho,
  • Gabriel Q. dos Santos,
  • Lucas V. Bellinaso

摘要

Teaching advanced control systems concepts, such as digital control design and state-space modeling, frequently presents significant pedagogical challenges in engineering education, as traditional theoretical instruction often struggles to foster deep student comprehension and sustained engagement. While Project-Based Learning (PjBL) is recognized for its benefits in active learning, conventional single-delivery approaches can fall short in providing the iterative feedback crucial for students to master complex, multi-phase engineering projects. This manuscript proposes and evaluates an iterative PjBL methodology featuring multiple deliveries and continuous assessments, implemented in the Control Systems II course for Electrical and Aerospace Engineering programs at the Federal University of Santa Maria, Brazil, across cohorts from 2021 to 2024. This approach aims to enhance student learning by engaging them in practical, interdisciplinary control system design projects with structured, iterative feedback loops. The effectiveness of this multi-stage PjBL approach was evaluated through case studies, quantitative analysis of student grades, and qualitative survey responses. A particularly noteworthy outcome was the statistically significant reduction in the number of students who did not deliver the final project or dropped out due to low project-related scores, confirmed by a Fisher’s exact test (p < 10%). Zero such cases were observed in the multiple-delivery cohorts, representing a substantial improvement compared to previous single-delivery implementations. While average final grades did not show statistically significant improvement, this approach effectively supported lower-performing students. Furthermore, student testimonials and survey data consistently highlighted more effective learning, enhanced knowledge consolidation, and increased motivation and engagement. These findings underscore the value of iterative feedback in PjBL for improving learning outcomes and preventing academic failure in demanding control systems courses.