Enhancing project-based learning: A handoff-structured model for balanced roles

Abstract

This work presents a structured Project-Based Learning (PBL) methodology designed to enhance student engagement and learning outcomes in engineering education. It addresses common PBL challenges, such as unequal participation and difficulties in applying theoretical knowledge to practice, through a sequential project framework with defined phases, objectives, and deliverables. The approach incorporates key elements, including a modular design, where the project is conceived as the sequential development of a device with multiple subsystems; iterative prototyping, which encourages exploration through successive iterations; and a circular handoff system, where teams alternate between “developer” and “client” roles. Additionally, it integrates structured evaluation mechanisms, such as confidential peer assessments, self-assessments, and Course Effectiveness Evaluation (CEE). The methodology was implemented in an Additive Manufacturing and Prototyping course within a Mechatronic Engineering master's program, where students designed and fabricated low-cost 3D scanning systems. Results indicate that the approach effectively balanced individual performance across different teams, with minimal penalties observed in peer evaluations. Students also reported a high level of self-assessed mastery in key skills, and course evaluations reflected positive perceptions of its impact on learning and engagement. However, areas for improvement were identified, including optimizing team sizes and providing additional support for specific tasks. These findings suggest that the proposed structured PBL methodology significantly enhances the learning experience by balancing project complexity, timelines, and resources.