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Community-Integrated Project-Based Learning for Interdisciplinary Engineering Education: A Mechatronics Case Study of a Rideable 5-Inch Gauge Railway

Guardado en:
Udgivet i:Education Sciences vol. 15, no. 7 (2025), p. 806-820
Hovedforfatter: Tsutsumi Hirotaka
Udgivet:
MDPI AG
Fag:
Problem solving
Students
Collaboration
Curricula
Instructional design
Interdisciplinary aspects
Questionnaires
Feedback
Case studies
Teams
Educational objectives
Experiential learning
Instructional scaffolding
Research design
3-D printers
Engineering education
Project-based learning
Mixed methods research
Qualitative research
Advanced Courses
Educational Benefits
Learning Motivation
Influence of Technology
Active Learning
Learning Processes
Expertise
Learning Theories
Educational Technology
Student Experience
Cooperative Learning
Engineering Technology
Alignment (Education)
Student Motivation
Holistic Approach
Interdisciplinary Approach
Course Content
Learner Engagement
Learning Objectives
Methods Research
Algorithms
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Resumen:This study presents a case of community-integrated project-based learning (PBL) at a Japanese National Institute of Technology (KOSEN). Three students collaborated to design and build a rideable 5-inch gauge railway system, integrating mechanical design, brushless motor control, and computer vision. The project was showcased at public events and a partner high school, providing authentic feedback and enhancing learning relevance. Over 15 weeks, students engaged in hands-on prototyping, interdisciplinary teamwork, and real-world problem-solving. The course design was grounded in four educational frameworks: experiential learning, situated learning, constructive alignment, and self-regulated learning (SRL). SRL refers to students’ ability to plan, monitor, and reflect on their learning—a key skill for managing complex engineering tasks. A mixed-methods evaluation—including surveys, reflections, classroom observations, and communication logs—revealed significant gains in technical competence, engagement, and learner autonomy. Although limited by a small sample size, the study offers detailed insights into how small-scale, resource-conscious PBL can support meaningful interdisciplinary learning and community involvement. This case illustrates how the KOSEN approach, combining technical education with real-world application, can foster both domain-specific and transferable skills, and provides a model for broader implementation of authentic, student-driven engineering education.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15070806
Fuente:Education Database