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Innovations in Pedagogy and Technology

Analysing Student Motivation in Challenge-Based Learning in Higher Engineering Education Using the Self-Determination Theory

DOI:

https://doi.org/10.63385/ipt.v1i1.45

Keywords:

Challenge-Based Learning, Higher Engineering Education, Learning, Qualitative Study, Self-Determination Theory, Student motivation

Abstract

Challenge-based learning (CBL) engages students in complex, real-life challenges, promoting responsibility for their learning. Existing research has identified several factors that contribute to students’ motivation in CBL environments. However, prior studies have focused primarily on cognitive and metacognitive learning functions in active learning environments in higher engineering education. Further, affective/motivational functions regulate behaviors and emotions that arise during learning and stimulate affective responses that may positively, negatively or neutrally influence students’ learning process, performance, and well-being. Thus, using Self-Determination Theory (SDT), this qualitative study examines engineering students’ motivation in CBL environments. Twelve Master’s level students from a research-intensive university in Sweden took part in semi-structured interviews discussing their experiences during different CBL courses studies. Analysis combined inductive and deductive approaches, identifying affective/motivational functions emerging from the interviews and analysing them based on SDT concepts. The qualitative thematic analysis identified motivations that emerged such as innovation, entrepreneurship, designing learning, practical experience, real-world problem-solving, and societal contribution through sustainability, grounded by Self-determination continuum. SDT’s nutritient concepts of autonomy, competence, and relatedness were satisfied through structured tasks, mastery, learning, feedback, and positive social relationships. However, problematic areas such as a lack of rationale in tasks, absence of project choice, insecurity about professional rights, lack of feedback, limited growth opportunities, and negative social relationships frustrated students’ psychological needs. The study suggests practical applications to support motivational needs in higher engineering education, including regulating emotions during learning.

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