Fostering motivation in design education : learner-centred pedagogy in a digitally mediated era​

Abstract

This research, comprising two longitudinal interrelated studies, is situated within the evolving landscape of design education in the digital age. Conducted over three years, each study was supported by distinct project funding from The Hong Kong Polytechnic University and the University Grants Committee (UGC). The growing prevalence of digital technologies in educational contexts—accelerated by the global COVID-19 pandemic—has not only introduced new tools and delivery modes but has also begun to reshape how students engage with learning. In response to these shifts, there is a pressing need to reimagine pedagogical approaches that align with the affordances and challenges of digitally mediated education. Guided by learner-centred pedagogy and self-determination theory, this research investigates how digital technologies can be meaningfully integrated into design education to enhance student motivation and sustain engagement. The research journey began with a pilot study, which explored the use of social media in project-based learning and offered initial insights into the relationship between online platforms and intrinsic motivation. These early findings informed the design of two subsequent studies, which both employed an action research methodology and were situated within distinct but complementary contexts: peer teaching in flipped classrooms and the use of open educational resources (OERs). The research was disseminated through academic publications, conceptual frameworks, reusable learning objects and a university-wide competition. The findings suggest that, when used intentionally, digital technologies—such as peer teaching platforms and curated OERs—can effectively advance learner-centred design education by fostering student autonomy, strengthening peer relationships and enhancing perceptions of competence, in alignment with the core tenets of self-determination theory.