Education · Literature

Research papers on Project-based learning

Recent and highly-cited academic work on project-based learning, gathered from Semantic Scholar, CrossRef and OpenAlex.

1. QUANTUM ESPRESSO: a modular and open-source software project for quantum simulations of materials

   Paolo Giannozzi, Stefano Baroni, Nicola Bonini, et al. · 2009 · Journal of Physics Condensed Matter · 29,295 citations

   QUANTUM ESPRESSO is an integrated suite of computer codes for electronic-structure calculations and materials modeling, based on density-functional theory, plane waves, and pseudopotentials (norm-conserving, ultrasoft, and projector-augmented wave). The acronym ESPRESSO stands for opEn Source Package for Research in Electronic Structure, Simulation, and Optimization. It is freely available to researchers around the world under the terms of the GNU General Public License. QUANTUM ESPRESSO builds upon newly-restructured electronic-structure codes that have been developed and tested by some of the original authors of novel electronic-structure algorithms and applied in the last twenty years by

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2. Strategi Belajar Mengajar

   Nurhayani Nurhayani, Fadillah Ramadhani Asiri, Rianti Simarmata, et al. · 2024 · Dewantara Jurnal Pendidikan Sosial Humaniora · 2,759 citations

   The Project Based Learning (PBL) method has become a major focus in the world of education because of its potential to increase student engagement and understanding of concepts in social studies subjects. This research aims to explore the implementation of PBL in social studies learning. Using essential questions as a basis, project activities are designed to facilitate an interactive and comprehensive teaching and learning process. In addition, an activity schedule is created to provide guidance in project planning and implementation. Assessments are carried out to evaluate student learning outcomes, while experience reflection aims to improve future learning experiences.

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3. Overview of Problem-based Learning: Definitions and Distinctions

   John Savery · 2006 · Interdisciplinary Journal of Problem-based Learning · 2,672 citations

   Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.

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4. Machine learning and deep learning

   Christian Janiesch, Patrick Zschech, Kai Heinrich · 2021 · Electronic Markets · 2,611 citations

   Abstract Today, intelligent systems that offer artificial intelligence capabilities often rely on machine learning. Machine learning describes the capacity of systems to learn from problem-specific training data to automate the process of analytical model building and solve associated tasks. Deep learning is a machine learning concept based on artificial neural networks. For many applications, deep learning models outperform shallow machine learning models and traditional data analysis approaches. In this article, we summarize the fundamentals of machine learning and deep learning to generate a broader understanding of the methodical underpinning of current intelligent systems. In particular

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5. Burnout and Work Engagement: The JD–R Approach

   Arnold B. Bakker, Evangelia Demerouti, Ana Isabel Sanz‐Vergel · 2014 · Annual Review of Organizational Psychology and Organizational Behavior · 2,433 citations

   Whereas burnout refers to a state of exhaustion and cynicism toward work, engagement is defined as a positive motivational state of vigor, dedication, and absorption. In this article, we discuss the main definitions and conceptualizations of both concepts used in the literature. In addition, we review the most important antecedents of burnout and work engagement by examining situational and individual predictors. We also review the possible consequences of burnout and engagement and integrate the research findings using job demands–resources theory. Although both burnout and work engagement are related to important job-related outcomes, burnout seems to be more strongly related to health out

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6. Phases of inquiry-based learning: Definitions and the inquiry cycle

   Margus Pedaste, Mario Mäeots, Leo A. Siiman, et al. · 2015 · Educational Research Review · 2,056 citations

   Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, different variations on what is called the inquiry cycle can be found throughout the literature. The current article focuses on identifying and summarizing the core features of inquiry-based learning by means of a systematic literature review and deve

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7. A Typology of Public Engagement Mechanisms

   Gene Rowe, Lynn J. Frewer · 2005 · Science Technology & Human Values · 1,850 citations

   Imprecise definition of key terms in the “public participation” domain have hindered the conduct of good research and militated against the development and implementation of effective participation practices. In this article, we define key concepts in the domain: public communication, public consultation, and public participation. These concepts are differentiated according to the nature and flow of information between exercise sponsors and participants. According to such an information flow perspective, an exercise’s effectiveness may be ascertained by the efficiency with which full, relevant information is elicited from all appropriate sources, transferred to (and processed by) all appropr

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8. Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

   Florence Martin, Doris U. Bolliger · 2018 · Online Learning · 1,422 citations

   Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most be

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9. A review of project-based learning in higher education: Student outcomes and measures

   Pengyue Guo, Nadira Saab, Lysanne Post, et al. · 2020 · International Journal of Educational Research · 1,268 citations

   Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact

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10. Patterns of engagement in authentic online learning environments

    Jan Herrington, Ron Oliver, Thomas C. Reeves · 2003 · Australasian Journal of Educational Technology · 731 citations

    The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns of engagement that have emerged from our own research on authentic learning tasks, in particular, the initi

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11. STEM Project-Based Learning

    Capraro, Robert M, Morgan, James R, Capraro, Mary Margaret · 2013 · SensePublishers eBooks · 376 citations

    This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualize

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12. Project based learning framework integrating industry collaboration to enhance student future readiness in higher education

    Fawad Naseer, Rasikh Tariq, H. Alshahrani, et al. · 2025 · Scientific Reports · 91 citations

    In the 21st -century, it is vital to prepare university students with the required skills to pursue them for future career success. The research presents a framework of project-based learning (PBL) enriched by the industry to increase students’ future readiness. The framework comprises collaboration with industry partners, solving real-world problems as projects, and interdisciplinary approaches intended to build specific critical skills like teamwork, problem-solving, and adaptability. The study investigates the impact of I-PBL methodologies and framework on higher education curricula to enhance the readiness of students for the future. The study focuses on two key parameters— (1) the perce

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13. Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

    Rakesh Belwal, Shweta Belwal, A. Sufian, et al. · 2020 · Education + Training · 89 citations

    PurposeProject-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and cons

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14. The Influence of Project Based Learning Model on Creative Thinking Skills and Physics Learning Outcomes

    J. Penelitian, Pendidikan Ipa, Nala Oktavia Wulandari, et al. · 2024 · Jurnal Penelitian Pendidikan IPA · 21 citations

    This study examines the impact of the Project-Based Learning (PjBL) model on high school students' creative thinking skills and physics learning outcomes. Using a quasi-experimental design with a Nonequivalent Control Group, data were collected through pre-tests and post-tests from 71 students divided into experimental and control classes at SMAN 1 Gerung. The findings reveal that the PjBL model significantly enhances students' creative thinking skills, with the experimental class showing a higher improvement (from 42.58 to 76.29) compared to the control class (from 37.41 to 67.77). Additionally, the PjBL model effectively improves cognitive, affective, and psychomotor outcomes, as evidenced

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15. A SYSTEMATIC LITERATURE REVIEW OF PROJECT-BASED LEARNING INTEGRATED WITH STEM EDUCATION: EXAMINING IMPLEMENTATION STRATEGIES, OUTCOMES, AND CHALLENGES

    Chaeriyatun Nissa Auliyani, Fajar Arianto, C. F. Kholidya · 2025 · Jurnal Visi Ilmu Pendidikan · 13 citations

    This systematic literature review (SLR) examines the integration of Project-Based Learning (PjBL) with Science, Technology, Engineering, and Mathematics (STEM) education over the past five years (2019-2024). It aims to address the implementation strategies, outcomes, and challenges associated with this educational approach. Despite the growing interest in PjBL and STEM, there are notable gaps in understanding the practical application and effectiveness of combined methodologies in diverse educational settings. This SLR identifies common implementation issues, evaluates the impact on student learning outcomes, and highlights recurring challenges faced by educators. The findings suggest that w

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16. Enhancing Learning Outcomes through Cooperative Project-Based Learning with Augmented Reality Integration

    Novi Hendri, M. Giatman, Asrul Huda, et al. · 2025 · Salud, Ciencia y Tecnología · 11 citations

    This study investigates the integration of Cooperative Project-Based Learning (CPjBL) with Augmented Reality (AR) to enhance student learning outcomes in the context of artificial intelligence education. The study employed a Nonequivalent Control Group Design to compare the effects of this integrated approach with traditional learning methods. The experimental group, which utilized CPjBL enhanced by AR, demonstrated significant improvements in their academic performance, engagement, and problem-solving skills, as shown by pre-test and post-test assessments. In contrast, the control group, following traditional teaching methods, showed smaller improvements. The integration of AR provided stud

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17. Analyzing Learning Outcomes for a Massive Online Competition through a Project-Based Learning Engagement

    Aditya Panwar, Aniruddha Chauhan, Kavi Arya · 2020 · 2020 IEEE Global Engineering Education Conference (EDUCON) · 11 citations

    The e-Yantra project at premier technical institute in India – Indian Institute of Technology Bombay, conducts a massive Online Robotics Competition known as e-Yantra Robotics Competition annually, with the objective to develop ground-breaking digital pedagogy to indulge students in the domain of Robotics and Embedded Systems through hands-on practical medium of Project Based Learning (PBL). The students work in collaboration as a team of four from varying years and disciplines of engineering and implement a 'Theme' - a gamified robotics problem statement over the course of six months. Previous studies of e-Yantra competition have shown that the competition has been successful in teaching st

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18. Factors explaining students’ engagement and self-reported outcomes in a project-based learning case

    Ramón Tirado-Morueta, Yolanda Ceada-Garrido, A. J. Barragán, et al. · 2022 · The Journal of Educational Research · 10 citations

    Abstract Project-based learning (PBL) has been a methodology traditionally associated with student engagement and good results. However, not all experiences are sufficiently satisfactory. Comprehensive models that explain the success or failure of these experiences are still lacking. The objective of this study was to understand the mechanisms that explain student engagement and other satisfactory educational results of PBL. During two academic years, the Sustainable Urban Race (SUR) project was analyzed. In this project, students from secondary schools should design and build an electric vehicle using solar energy. In the present study, a multigroup analysis of structural equations was appl

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19. Impact of Active Learning Methods on Project- Based Learning (PBL): Enhancing Student Engagement and Outcomes

    Lavanya Nagamalla, Vanaja Readdy, Shiva Kumar, et al. · 2025 · Journal of Engineering Education Transformations · 4 citations

    This study examines the impact of active learning methods. Flipped Classroom, Collaborative Learning, and Case- Based Learning on Project-Based Learning (PBL) outcomes. Using a descriptive analytical quantitative approach, the performance of fifty-six Electrical Engineering students was evaluated across three assessment stages over a 10- week period. Data analysis through Exploratory Factor Analysis (EFA) revealed that these active learning methods significantly enhance student engagement and learning outcomes. The identified constructs demonstrated strong factor loadings in areas such as problem-solving, teamwork, and practical application. These findings suggest that integrating active lea

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20. Implementing Project-Based Learning (PBL) In Engineering Education: An Analytical Study Of Student Engagement And Learning Outcomes With Statistical Insights

    Sanjay J. Ingale · 2023 · Educational Administration: Theory and Practice · 4 citations

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21. Bridging the Gap in IoT Education: A Comparative Analysis of Project-Based Learning Outcomes Across Industrial, Environmental, and Electrical Engineering Disciplines

    Verónica Guevara, Miguel Tupac-Yupanqui, Cristian Vidal Silva · 2026 · Comput. · 4 citations

    The rapid integration of Industry 4.0 technologies into non-computer engineering curricula presents a significant pedagogical challenge: avoiding a “one-size-fits-all” approach. While Project-Based Learning (PBL) is widely advocated for teaching Internet of Things (IoT), little research addresses how students from different engineering branches—specifically Industrial, Environmental, and Electrical—respond to identical technical requirements. This study evaluates the deployment of ESP32-based IoT solutions for local agriculture and beekeeping problems in the Peruvian Andes, analyzing the performance and perception of three distinct student cohorts (Total N = 95). Results indicate a significa

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22. Active civic education using project-based learning and attitudes towards civic engagement

    Osnat Akirav · 2024 · Interdisciplinary Journal of Problem-Based Learning · 4 citations

    The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved

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23. Project-Based Learning in Elementary Social Studies: A Literature Review on Effectiveness and Learning Outcomes

    Imron Burhan, Musfirah Musfirah, Nur Fadny Yuliani, et al. · 2025 · Journal of Education Method and Learning Strategy · 3 citations

    This article examines the impact of Project-Based Learning (PjBL) on elementary students’ learning outcomes in social studies through a literature review. The objective of this study is to identify how PjBL influences cognitive, affective, and psychomotor development, as well as creativity, motivation, collaboration, and communication skills. The method employed is a systematic analysis of 16 studies that investigate the implementation of PjBL in elementary classrooms. The findings indicate that PjBL enhances students’ understanding, retention, and application of material, promotes active engagement, and fosters 21st-century skills such as creativity and teamwork. The integration of interact

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24. Effectiveness of Project-Based Learning with Economic Needs Videos on Elementary School Students’ Science and Social Science Learning Outcomes

    Putri Alifia Nur Meidina*, Yuni Ratnasari, F. Fakhriyah, et al. · 2025 · Jurnal IPA & Pembelajaran IPA · 2 citations

    This study, which was conducted on fourth grade students ar SD Negeri Karangsumber 01 with the goal of analyzing the effectiveness of using the Project-Based Learning model with economic needs videos on Science and Social Science learning outcomes, found that student’s poor learning outcomes in the Science and Social Science (IPAS) subject are caused by their inability to pay attention to thr teacher’s explanaton of the material, their lack of engagement during the learning process, and their tendency to get bored easily. A One-Grup Pretest-Posttest research design was employed in this study. Tests, documentation, interviews, and observation were among the methods used to gather data. Paired

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