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Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

Author

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  • Hua-Xu Zhong

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan)

  • Po-Sheng Chiu

    (Department of E-Learning Design and Management, National Chiayi University, Chiayi County 621, Taiwan)

  • Chin-Feng Lai

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan)

Abstract

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.

Suggested Citation

  • Hua-Xu Zhong & Po-Sheng Chiu & Chin-Feng Lai, 2021. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load," Sustainability, MDPI, vol. 13(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1381-:d:488887
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    References listed on IDEAS

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    1. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
    2. Ramón García-Perales & Ascensión Palomares-Ruiz, 2020. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes," Sustainability, MDPI, vol. 12(23), pages 1-15, December.
    3. María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    4. Roach, Travis, 2014. "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics," International Review of Economics Education, Elsevier, vol. 17(C), pages 74-84.
    5. Marian Buil-Fabregá & Matilde Martínez Casanovas & Noemí Ruiz-Munzón & Walter Leal Filho, 2019. "Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula," Sustainability, MDPI, vol. 11(17), pages 1-15, August.
    6. Gerardo Gómez-García & Francisco-Javier Hinojo-Lucena & María-Pilar Cáceres-Reche & Magdalena Ramos Navas-Parejo, 2020. "The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
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    Cited by:

    1. Yi-Chieh Chen & Kuo-Kuang Fan & Kwo-Ting Fang, 2021. "Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course," Sustainability, MDPI, vol. 13(13), pages 1-26, June.

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