Design-Based Learning in Undergraduate Engineering Education: A Systematic Conceptual Review of Implementation, Impact, and Challenges

Chen Fang; Gede Rasben Dantes; Kadek Rihendra Dantes; Dessy Seri Wahyuni

doi:10.59175/pijed.v4i2.774

Authors

Chen Fang Universitas Pendidikan Ganesha, Bali, Indonesia
Gede Rasben Dantes Universitas Pendidikan Ganesha, Bali, Indonesia
Kadek Rihendra Dantes Universitas Pendidikan Ganesha, Bali, Indonesia
Dessy Seri Wahyuni Universitas Pendidikan Ganesha, Bali, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.774

Keywords:

Design-Based Learning, Engineering Education, Iterative Learning, Student Engagement, Team-Based Problem Solving

Abstract

This conceptual review synthesises and critically analyses recent literature on Design-Based Learning (DBL) in undergraduate engineering education. It examines how DBL is defined, how it is implemented and assessed, what strengths and recurring challenges are reported, and what these imply for teaching, programmes, and future research. A document-based search in Scopus, Web of Science, and Google Scholar identified English, peer-reviewed studies published between 2018 and 2024; a small number of earlier design-oriented works were retained to anchor key concepts. The review shows that DBL is characterised by iteration on an authentic design brief, structured reflection, and collaboration, and that when these elements and their assessment are explicit, DBL supports student engagement, problem solving, and the early formation of engineering identity. It also notes implementation problems across settings, especially heavy assessment load, limited opportunity for multiple iterations within fixed timetables, and team tasks that reproduce participation hierarchies. By isolating DBL’s pedagogical identity from related approaches such as PBL and CBL, the review offers a balanced account and proposes an E–I–P–R alignment and a research agenda for longitudinal, multi-site, moderator-sensitive studies.

References

Azizan, S. A., & Abu Shamsi, N. (2022). Design-based learning as a pedagogical approach in an online learning environment for science undergraduate students. Frontiers in Education, 7, 860097. https://doi.org/10.3389/feduc.2022.860097

Borrego, M., & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220–252. https://doi.org/10.1002/jee.20040

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

https://doi.org/10.1191/1478088706qp063oa

Colmenares-Quintero, R. F., Caicedo-Concha, D. M., Rojas, N., Stansfield, K. E., & Colmenares-Quintero, J. C. (2023). Problem-based learning and design thinking methodologies for teaching renewable energy in engineering programs: Implementation in a Colombian university context. Cogent Engineering, 10(1), 2164442. https://doi.org/10.1080/23311916.2022.2164442

Delen, İ., & Yüksel, İ. (2022). Understanding trends in engineering design and design-based learning studies with a bibliometric approach. European Journal of Engineering Education, 47(6), 1099–1119. https://doi.org/10.1080/03043797.2022.2104695

Deng, Y., & Liu, W. (2023). Integrating design thinking into engineering education: A systematic review of learning outcomes. International Journal of Technology and Design Education, 33(5), 1873–1895.

https://doi.org/10.1007/s10798-022-09732-7

Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13(3), 255–272. https://doi.org/10.1023/A:1026125427344

Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x

Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110. https://doi.org/10.1002/tea.20040

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

George, M. W. (2008). The elements of library research: What every student needs to know. Princeton University Press. https://doi.org/10.1515/9781400830411

Gómez Puente, S. M., van Eijck, M., & Jochems, W. (2011). Towards characterising design-based learning in engineering education: A review of the literature. European Journal of Engineering Education, 36(2), 137–149.

https://doi.org/10.1080/03043797.2011.565116

Gómez Puente, S. M., van Eijck, M., & Jochems, W. (2013). A sampled literature review of design-based learning approaches: A search for key characteristics. International Journal of Technology and Design Education, 23(3), 717–732.

https://doi.org/10.1007/s10798-012-9212-x

Gómez Puente, S. M. (2021). Design-based learning in engineering education. In I. Henze & M. J. de Vries (Eds.), Design-based concept learning in science and technology education (pp. 163–191). Brill|Sense.

https://doi.org/10.1163/9789004450004_008

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586.

https://doi.org/10.1016/j.ijer.2020.101586

Henderson, T. S. (2023). Understanding access to learning opportunities in collaborative projects: Gendered social hierarchies in student teams. Studies in Engineering Education, 4(1), 90–114. https://doi.org/10.21061/see.101

Kandi, V. R., Castronovo, F., Brittle, P., Mastrolembo Ventura, S., & Nikolic, D. (2020). Assessing the impact of a construction virtual reality game on design review skills of construction students. Journal of Architectural Engineering, 26(4), 04020035. https://doi.org/10.1061/(ASCE)AE.1943-5568.0000434

Kohn Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences: Expanding student learning as well as societal impact? European Journal of Engineering Education, 45(1), 22–37. https://doi.org/10.1080/03043797.2018.1441265

Lavado-Anguera, S., Velasco-Quintana, P. J., & Terrón-López, M. J. (2024). Project-based learning (PBL) as an experiential pedagogical methodology in engineering education: A review of the literature. Education Sciences, 14(6), 617. https://doi.org/10.3390/educsci14060617

Malmqvist, J., Kohn Rådberg, K., Lundqvist, U., & Svensson, O. H. (2024). Challenge-based learning implementation in engineering education: A systematic literature review. Journal of Engineering Education, 113(2), 289–313. https://doi.org/10.1002/jee.20588

Prince, M. J. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.

https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Secules, S., Gupta, A., Elby, A., & Turpen, C. (2018). Zooming out from the struggling individual student: An account of the cultural construction of engineering ability in an undergraduate programming class. Journal of Engineering Education, 107(1), 56–86. https://doi.org/10.1002/jee.20191

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.

https://doi.org/10.1016/j.jbusres.2019.07.039

Tsai, C.-Y. (2022). Applying the design-based learning model to foster undergraduates’ web design skills: The role of knowledge integration. International Journal of Educational Technology in Higher Education, 19, 3.

https://doi.org/10.1186/s41239-021-00308-4

Turpen, C. A., Gupta, A., Radoff, J., Elby, A., Sabo, H., & Quan, G. M. (2018, June 24–27). Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teams. Proceedings of the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, United States. https://doi.org/10.18260/1-2--31028

Wei, L., Zhang, W., & Lin, C. (2023). The study of the effectiveness of design-based engineering learning: The mediating role of cognitive engagement and the moderating role of modes of engagement. Frontiers in Psychology, 14, 1151610. https://doi.org/10.3389/fpsyg.2023.1151610

Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students’ deep learning through design-based learning. International Journal of Technology and Design Education, 33, 1653–1674.

https://doi.org/10.1007/s10798-022-09789-4

Zhang, F., Markopoulos, P., Bekker, T., Paule-Ruíz, M., & Schüll, M. (2022). Understanding design-based learning context and the associated emotional experience. International Journal of Technology and Design Education, 32(2), 845–882. https://doi.org/10.1007/s10798-020-09630-w