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<p>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.</p>

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

  • 期刊论文

  • 发表日期：

    2025年10月23日

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  • Ming-Hsiu Mia Chen,
  • Fu-Jen Cheng,
  • Jhih-Jia Chen,
  • Jyh-Chong Liang,
  • Li-Chieh Chen

摘要

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.