Abstract

Deep learning approach in educational context is focused on analyzing ideas, and creating a strong connection between the ideas and prior knowledge. A Problem-Based Learning (PBL), considered as students' deep learning approach, is a widely-adopted educational strategy designed to teach students to use their engineering knowledge to solve the real-life engineering problems. The goal of this thesis is to investigate of assessment methods for measuring the effectiveness of students' learning under a flying house design session which is a PBL teaching method. To do so, the Environment Based Design (EBD) approach is used to determine assessment criteria. Two assessment methods (i.e., Study Process Questionnaire (SPQ), Logos Comparison Task (LCT)) have been applied to two groups of students with and without EBD knowledge. Through the investigation and analysis, the results indicate a significant effect of EBD knowledge and skills on the LCT grades. However, no major effect of students' learning approach (SLA) and interaction between EBD and SLA has been detected. Similarly, no linear relationship between students' deep learning approach and higher LCT grades has been found.