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Author: search.filters.author.Joy, MikeSubject: search.filters.subject.higher education

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    Design-Based Learning and Students’ Study Engagement and Design Thinking Competence: A Study Based on the Job Demands–Resources Theory
    (2026-07-01)
    Li, Zhaodi
    ;
    Joy, Mike
    ;
    Li, Dan
    ;
    Sitthiworachart, Jirarat
    Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC.
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    Technology-Supported Active Learning in a Flexible Teaching Space
    (2022-09-01)
    Sitthiworachart, Jirarat
    ;
    Joy, Mike
    ;
    King, Emma
    ;
    Sinclair, Jane
    ;
    Foss, Jonathan
    Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy.