Datta Dandge
1*,
Suhasini Desai
2
- School of Chemical Engineering, MIT World Peace University, Pune, India
- School of Mechanical Engineering, MIT World Peace University, Pune, India
Abstract
Project-based learning (PjBL) is a variation of Problem-Based Learning where learners are provided with specifications for a desired end product and the learning process is more oriented to following appropriate procedures leading to successful project. Technical competition such as Robocon poses a similar challenge to the students as encountered in a typical PjBL exercise with one unique differentiator, namely, an element of competition. We make and test the hypothesis in this paper that this differentiator adds a great value to PBL/PjBL in terms of outcomes attained and skills acquired. Research questionnaire for testing this hypothesis was designed and is shared. Survey results show that competition boosts the level of student engagement in the learning experience and participant's employability potential. It also helps in attaining crucial program outcomes such as solving complex engineering problems, being able to engage in self-learning and working in a multidisciplinary team. The study also offers an insight in how learning in a team happens when the team is focused on winning a competition. The survey results from this case study make it clear that competition-based PjBL has great potential to prepare industry-ready students in terms of their technical aptitude as well as positive attitude. The paper makes a strong argument to find ways in which element of competition can be added to regular PjBL exercise to boost its established outcome attainment potential.
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