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Abstract:

In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem.

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Leveraging systems thinking, engagement, and digital competencies to enhance first-year architecture students’ achievement in design-based learning