From problem to project: A hybrid Problem-Based Learning (PBL) combined with Project-Based Learning (PjBL) intervention in graphic design teaching

Resumen

Introduction: Traditional pedagogy in graphic design education usually lacks the experiential and reflexive dimensions of learning. To address these shortcomings, a sequential implementation of Problem-Based Learning (PBL) combined with Project-Based Learning (PjBL), that articulates problem framing and inquiry with iterative critique and structured production can be useful. Objective: To analyze the effects of learning from the hybrid PBL-PjBL implementation and the impact on students’ self-perceptions of motivation, process management, and technical self-efficacy. Methodology: A quantitative, quasi-experimental study, with pre-test (i.e., a baseline) and post-test measures, was implemented. The study took place in six undergraduate first-year sections of the same graphic design course with 126 students. Sections A-B, defined as control, were instructed with the traditional pedagogy. Moreover, sections C to F, defined as Hybrid, followed the sequential implementation of PBL–PjBL. A dual-rubric (6-30 scale) and a questionnaire (i.e., a 10-item self-report with a 1-5 scale) were used for pre- and post-scoring. Results: After adjusting for baseline performance, the hybrid sections resulted in better and more consistent performance on both rubrics and on the questionnaire (i.e., higher means and smaller dispersion) as contrasted to the control. Conclusions: In graphic design, combining instructional mediation with multidimensional assessment is a cornerstone for the students’ learning process. This highlights the significance of the sequential PBL–PjBL application.