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Enhancing industrial design students' motivation and learning in Model-Making workshops: video tutorials as interventions.

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Title: Enhancing industrial design students' motivation and learning in Model-Making workshops: video tutorials as interventions.
Authors: Chen, Ming-Hsiu Mia1 (AUTHOR), Cheng, Fu-Jen2 (AUTHOR) minder76.lexus@gmail.com, Chen, Jhih-Jia3 (AUTHOR), Liang, Jyh-Chong4 (AUTHOR), Chen, Li-Chieh3 (AUTHOR)
Source: International Journal of Technology & Design Education. Jul2026, Vol. 36 Issue 3, p1255-1281. 27p.
Subjects: Models & modelmaking, Instructional films, Experiential learning, Design education, Academic motivation, Self-regulated learning, Educational outcomes
Abstract: Model making, a systematic method of prototype production involving the addition or subtraction of material, is typically a required skill taught in the first year of a university's industrial design department. Our study explored the impact of integrating tutorial videos into workshop-based model-making courses within industrial design education. With this approach, we examined students' learning outcomes and motivation, including motivational beliefs and self-regulated learning strategies. The study involved 126 first-year industrial design students enrolled in a compulsory model-making workshop. Using a mixed-methods approach, we gathered both quantitative and qualitative data. Participants were divided into two groups: one followed traditional teaching methods, while the other integrated video tutorials. Quantitative data were collected via an adapted motivation questionnaire and final exam results, while qualitative data were obtained through student interviews. Our results indicated that incorporating tutorial videos positively influences students' self-regulated learning and cognitive strategy use. Consequently, students taught with tutorial videos exhibited better learning outcomes compared to those in the traditional demonstration group. Our findings contribute to understanding industrial design freshmen's learning outcomes, motivational beliefs, and their use of self-regulation learning strategies for acquiring model-making skills when combining video tutorials in a workshop learning setting. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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DbLabel: Engineering Source
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PubType: Academic Journal
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  Data: Enhancing industrial design students' motivation and learning in Model-Making workshops: video tutorials as interventions.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Jul2026, Vol. 36 Issue 3, p1255-1281. 27p.
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  Data: <searchLink fieldCode="DE" term="%22Models+%26+modelmaking%22">Models & modelmaking</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+films%22">Instructional films</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
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  Data: Model making, a systematic method of prototype production involving the addition or subtraction of material, is typically a required skill taught in the first year of a university's industrial design department. Our study explored the impact of integrating tutorial videos into workshop-based model-making courses within industrial design education. With this approach, we examined students' learning outcomes and motivation, including motivational beliefs and self-regulated learning strategies. The study involved 126 first-year industrial design students enrolled in a compulsory model-making workshop. Using a mixed-methods approach, we gathered both quantitative and qualitative data. Participants were divided into two groups: one followed traditional teaching methods, while the other integrated video tutorials. Quantitative data were collected via an adapted motivation questionnaire and final exam results, while qualitative data were obtained through student interviews. Our results indicated that incorporating tutorial videos positively influences students' self-regulated learning and cognitive strategy use. Consequently, students taught with tutorial videos exhibited better learning outcomes compared to those in the traditional demonstration group. Our findings contribute to understanding industrial design freshmen's learning outcomes, motivational beliefs, and their use of self-regulation learning strategies for acquiring model-making skills when combining video tutorials in a workshop learning setting. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2026
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