Mapping Student Motivation Across a Long-Format Transdisciplinary Design Project

A Work-In-Progress Study

Abstract

Design-based learning, a common educational practice within technology and engineering curriculum offers students open-ended challenges that can spark high levels of initial engagement. However, the large scale and time span of these design projects can cause fluctuating motivation as learners experience design realities, such as ambiguity, iteration, and a demand for meaningful outcomes. These “highs and lows” of engagement, analogous to a motivational rollercoaster, can deter students from persisting through difficult stages of their design projects, thereby reducing the potential impact of the project on learning, skill development, and production of valuable design outputs. This paper proposes a study to map changes in student motivation and engagement across a semester-long transdisciplinary design project situated within an upper-level undergraduate course integrating human-centered design and innovation development. In this study, students will complete repeated survey measures at four key points during the project using the Situational Motivation Scale and the Utrecht Work Engagement Scale – Student Version. Semi-structured interviews will be conducted at the end of the semester to further explore students’ experiences and perceptions. By examining longitudinal patterns in motivation and engagement, this proposed study aims to identify critical periods of motivational decline and growth during long-format design projects. The findings establish a baseline understanding of students’ motivational trajectories that can inform the design and timing of future instructional interventions intended to support sustained engagement in design-based learning environments.