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Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning

Project-based learning (PBL) is a task-based learning mode, which is of great significance to context-based curriculum education. With data collected through questionnaires and interviews, this article builds a binary logistic regression analysis model to explore the learners' willingness of PB...

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Autor principal: Ren, Yanyan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9157245/
https://www.ncbi.nlm.nih.gov/pubmed/35664171
http://dx.doi.org/10.3389/fpsyg.2022.795552
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author Ren, Yanyan
author_facet Ren, Yanyan
author_sort Ren, Yanyan
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description Project-based learning (PBL) is a task-based learning mode, which is of great significance to context-based curriculum education. With data collected through questionnaires and interviews, this article builds a binary logistic regression analysis model to explore the learners' willingness of PBL and its influencing factors. A total of 14 influencing factors are set in the research, with an innovative import of knowledge spillover and emotional motivation, to examine the impact on PBL willingness. Results show that eight factors, such as project-based learning experience, clarity of curriculum tasks, contextuality of curriculum content, and requirement for innovation of curriculum tools, have significant positive impacts on learners' willingness of PBL, while four factors, including the challenge of the curriculum project and tendency of learning objectives setting, have significant negative impacts. What's more, the grade of the learners and the challenge of the curriculum project have no significant impact. This article verifies that individual characteristics, knowledge spillover, and emotional motivation have different directions and degrees of impact on learners' willingness of PBL. Then, reasons are explored and implications proposed that these factors should be distinguished and paid sufficient attention to. Finally, suggestions are put forward on strengthening the contextuality of curriculum content, identifying the heterogeneity of learners, and expanding innovative tools to develop a PBL-based blended teaching model. In this way, the potential of PBL can be fully realized in maximizing learning achievements.
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spelling pubmed-91572452022-06-02 Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning Ren, Yanyan Front Psychol Psychology Project-based learning (PBL) is a task-based learning mode, which is of great significance to context-based curriculum education. With data collected through questionnaires and interviews, this article builds a binary logistic regression analysis model to explore the learners' willingness of PBL and its influencing factors. A total of 14 influencing factors are set in the research, with an innovative import of knowledge spillover and emotional motivation, to examine the impact on PBL willingness. Results show that eight factors, such as project-based learning experience, clarity of curriculum tasks, contextuality of curriculum content, and requirement for innovation of curriculum tools, have significant positive impacts on learners' willingness of PBL, while four factors, including the challenge of the curriculum project and tendency of learning objectives setting, have significant negative impacts. What's more, the grade of the learners and the challenge of the curriculum project have no significant impact. This article verifies that individual characteristics, knowledge spillover, and emotional motivation have different directions and degrees of impact on learners' willingness of PBL. Then, reasons are explored and implications proposed that these factors should be distinguished and paid sufficient attention to. Finally, suggestions are put forward on strengthening the contextuality of curriculum content, identifying the heterogeneity of learners, and expanding innovative tools to develop a PBL-based blended teaching model. In this way, the potential of PBL can be fully realized in maximizing learning achievements. Frontiers Media S.A. 2022-05-17 /pmc/articles/PMC9157245/ /pubmed/35664171 http://dx.doi.org/10.3389/fpsyg.2022.795552 Text en Copyright © 2022 Ren. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Ren, Yanyan
Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title_full Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title_fullStr Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title_full_unstemmed Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title_short Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning
title_sort knowledge spillover and emotional motivation—a study on the willingness and influencing factors of project-based learning
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9157245/
https://www.ncbi.nlm.nih.gov/pubmed/35664171
http://dx.doi.org/10.3389/fpsyg.2022.795552
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