project based learning literature review

Project Based Learning: A Systematic Literature Review (2015-2022)

• David Ruiz Hidalgo Universidad de Burgos
• Delfín Ortega-Sánchez Universidad de Burgos

Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training.

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Ballesteros, M. de la M., y Moral, A. (2014). Uso de programas de simulación para promover la pedagogía activa en la docencia universitaria. IJERI: International Journal of Educational Research and Innovation, 1, 87–98. https://acortar.link/M5nOuO

Barrows, H. S. (1992). The Tutorial Process. Southern Illinois University School of Medicine.

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Bridges, E, M. (1992). Problem based learning for administrators. ERIC Clearing house on Educational Management.

Casan-Pitarch, R. (2015). Project work in CLIL: A bibliographical review. Latin American Journal of Content and Language Integrated Learning, 8(2), 212–236. https://doi.org/10.5294/laclil.2015.8.2.7 DOI: https://doi.org/10.5294/laclil.2015.8.2.7

Chen, C. H., y Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001 DOI: https://doi.org/10.1016/j.edurev.2018.11.001

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Greeno, J. G., A. M. Collins, y L. B. Resnick. (1996). Cognition and Learning. En D. C. Berliner y R. C. Calfe (Eds.), Educational Psychology (pp. 15–46). MacMillan.

Ferrero M, Vadillo M. A., y León S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PLoS ONE 16(4), e0249627. https://doi.org/10.1371/journal.pone.0249627 DOI: https://doi.org/10.1371/journal.pone.0249627

Gras-Velá zquez, A. (2020). Project-based learning in second language acquisition: Building communities of practice in higher education. Routledge. https://doi.org/10.4324/9780429457432 DOI: https://doi.org/10.4324/9780429457432

Herron, J. H., y Major, C. H. (2004). Community college leaders attitudes problem based learning as a method for teaching leadership. Community College Journal of Research and Practice, 28(10), 805–821. https://doi.org/10.1080/10668920390276984 DOI: https://doi.org/10.1080/10668920390276984

Higgins, J. P. T., y Green, S. (2008). Cochrane Handbook for Systematic Reviews of Interventions. Cochrane Collaboration & Wiley. DOI: https://doi.org/10.1002/9780470712184

Ja ̈rvenoja, H., y Ja ̈rvela ̈, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465–480. https://doi.org/10.1016/j.learninstruc.2005.07.012 DOI: https://doi.org/10.1016/j.learninstruc.2005.07.012

Ja ̈rvenoja, H., y Ja ̈rvela ̈, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811 DOI: https://doi.org/10.1348/000709909X402811

Johnston, C. G., James, R. H., Lye, J. N., y McDonald, I. M. (2000). An evaluation of collaborative problem solving for learning economics. The Journal of Economic Education, 31(1), 13-29. https://doi.org/10.2307/1183337 DOI: https://doi.org/10.1080/00220480009596758

Larmer, J., Mergendoller, J. R., y Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD.

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A.,... Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Med, 6(7), 1-28. https://doi.org/10.1371/journal.pmed.1000100 DOI: https://doi.org/10.1371/journal.pmed.1000100

Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Acad Med, 74, 178-185. shorturl.at/mLP45 DOI: https://doi.org/10.1097/00001888-199902000-00016

Mettas, A. C., y Constantinou, C. C. (2007). The technology fair: a project-based learning approach for enhancing problem solving skills and interest in design and technology education. International Journal of Technology and Design Education, 18, 79-100. https://link.springer.com/article/10.1007/s10798-006-9011-3 DOI: https://doi.org/10.1007/s10798-006-9011-3

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Med, 6(7), 1-6. https://doi.org/10.1371/journal.pmed.1000100 DOI: https://doi.org/10.1371/journal.pmed.1000097

Moraga, R., y Rahn, R. (2009). Studying Knowledge Retention through Cooperative Learning in an Operations Research Course. Journal of Engineering Education, 92(1), 7-25. shorturl.at/gyGK8

Naví o, A. (2005). Propuestas conceptuales en torno a la competencia profesional. Revista de Educación, 337, 213-234.shorturl.at/puLP0

Ortiz-Revilla, J., Greca, I. M., y Adúriz-Bravo, A. (2021). Conceptualización de las competencias: Revisión sistemática de su investigación en Educación Primaria. Profesorado, Revista de Currículum y Formación del Profesorado, 25(1), 223-250. https://doi.org/10.30827/profesorado.v25i1.8304 DOI: https://doi.org/10.30827/profesorado.v25i1.8304

Pérez M., Romero, M., y Romeu, T. (2014). Collaborative Construction of a Project as a Methodology for Acquiring Digital Competences. Comunicar, 42, 15-24. https://doi.org/10.3916/C42-2014-01 DOI: https://doi.org/10.3916/C42-2014-01

Petrosino, A. (2004). Integrating curriculum instruction and assessment in project based instruction: A case study of an experienced teacher. Journal of Science Education and Technology, 13, 447–460. shorturl.at/ptGM0 DOI: https://doi.org/10.1007/s10956-004-1466-y

Pozuelos, F. J. (2007). Trabajo por proyectos en el aula: descripción, investigación y experiencias. Ediciones MCEP - Cooperación Educativa.

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Sá nchez, R., y Pavó n, V. (2021). Students’ perceptions on the use of Project-Based Learning in CLIL: Learning outputs and psycho affective considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. https://doi.org/10.5294/laclil.2021.14.1.3

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Tarhan, L., y B. Acar. (2007). Problem-Based Learning in an Eleventh Grade Chemistry Class: ‘Factors Affecting Cell Potential’. Research in Science and Technological Education, 25(3), 351–369. shorturl.at/glmK0 DOI: https://doi.org/10.1080/02635140701535299

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Vallina, I., y Pérez, E. (2020). El aprendizaje basado en proyectos y las tecnologías de la información y la comunicación dentro de un centro escolar. Un estudio de caso. EDMETIC, Revista de Educación Mediática y TIC, 9(2), 116-136. https://doi.org/10.21071/edmetic.v9i2.12018 DOI: https://doi.org/10.21071/edmetic.v9i2.12018

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Referencias de los estudios seleccionados

Aslan, S. A., y Duruhan, K. (2021). The effect of virtual learning environments designed according to problem-based learning approach to students’ success, problem-solving skills, and motivations. Education and Information Technologies, 26(2), 2253–2283. https://doi.org/10.1007/s10639-020-10354-6 DOI: https://doi.org/10.1007/s10639-020-10354-6

Ayyildiz, Y., y Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in Science and Technological Education, 36(1), 35–54. https://doi.org/10.1080/02635143.2017.1366898 DOI: https://doi.org/10.1080/02635143.2017.1366898

Batlolona, J. R., Diantoro, M., Wartono, y Latifah, E. (2019). Creative thinking skills students in physics on solid material elasticity. Journal of Turkish Science Education, 16(1), 48–61. https://doi.org/10.12973/tused.10265a

Drljača, M. D. (2020). Constructivist learning theory and logopedagogy in arts education. Croatian Journal of Education, 22(special edition 1), 181–202. https://doi.org/10.15516/cje.v22i0.3850 DOI: https://doi.org/10.15516/cje.v22i0.3850

García, M., y Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: complejidad y protocolos en una aproximación STEM transversal. Revista Eureka sobre la Enseñanza. Divulgación de las Ciencias, 18(1),1201. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1201 DOI: https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1201

Guzmán, N. Y., Muñoz, A., y García, E. M. (2020). Tejiendo interculturalidad en una escuela para todos. Foro Educacional, 35–62. https://doi.org/10.29344/07180772.35.2649 DOI: https://doi.org/10.29344/07180772.35.2649

Holmes, V. L., y Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. Journal of Educational Research, 109(5), 449–463. https://doi.org/10.1080/00220671.2014.979911 DOI: https://doi.org/10.1080/00220671.2014.979911

Hurtado, M., y Salvatierra, Á. (2020). Aplicación del Aprendizaje Basado en Problemas (ABP) de John Barell en la comprensión literal. Revista Educación, 64–75. https://doi.org/10.15517/revedu.v44i2.38256 DOI: https://doi.org/10.15517/revedu.v44i2.38256

Isa, Z. C., y Azid, N. (2021). Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement. International Journal of Evaluation and Research in Education, 10(3), 1072–1079. https://doi.org/10.11591/IJERE.V10I3.21392 DOI: https://doi.org/10.11591/ijere.v10i3.21392

Lee, D., Huh, Y., y Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43(5), 561–590. https://doi.org/10.1007/s11251-015-9348-7 DOI: https://doi.org/10.1007/s11251-015-9348-7

Leiva, F. (2016). ABP como estrategia para desarrollar el pensamiento lógico matemático en alumnos de educación secundaria. Sophía, 2(21), 209. https://doi.org/10.17163/soph.n21.2016.09 DOI: https://doi.org/10.17163/soph.n21.2016.09

Lu, S. Y., Wu, C. L., y Huang, Y. M. (2022). Evaluation of Disabled STEAM-Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit. Sustainability (Switzerland), 14(2). https://doi.org/10.3390/su14020679 DOI: https://doi.org/10.3390/su14020679

Magraner, B., y Valero, G. B. (2015). Aprendizaje por proyectos a través de la obra del músico Vicente Peydró: la convergencia de las artes. https://riucv.ucv.es/handle/20.500.12466/1664

Micó, E., y Bernal, C. (2020). Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education. IJERI: International Journal of Educational Research and Innovation, 14, 134–146. https://doi.org/10.46661/ijeri.4855 DOI: https://doi.org/10.46661/ijeri.4855

Mudiono, A., Agustina, R. T., y Sutansi (2020). The Effectiveness of Integrated Thematic Learning Model Using Project Based Learning in Elementary School. Asian EFL Journal Research Articles, 27(2.2), 53-67. https://bit.ly/3ojyVJS

Perico-Granados, N. R., Umba, M., Tovar, C., y Reyes C. A. (2020). Proyectos educativos para estudiantes de educación básica en Colombia: Estrategia de aprendizaje en matemáticas». Revista Venezolana de Gerencia, 25(92), 1741-57. https://doi.org/10.37960/rvg.v25i92.34292 . DOI: https://doi.org/10.37960/rvg.v25i92.34292

Ramírez, V., Padial, R., Torres, B. Chinchilla, J. L., y Cepero, M. (2018). The moderating effect of a pbl-based physical activity program on primary students’ digital competence. Journal of Sport and Health Research, 10(3), 361-371 https://www.researchgate.net/publication/327916368

Rillero, P., Thibault, M., Merritt, J., y Jimenez-Silva, M. (2018). Bears in a boat: Science content and language development through a problem-based learning experience. Science Activities, 55(1-2), 28-33. https://doi.org/10.1080/00368121.2017.1406323 DOI: https://doi.org/10.1080/00368121.2017.1406323

Sánchez, R., y Pavón, V. (2021). Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. https://doi.org/10.5294/laclil.2021.14.1.3 DOI: https://doi.org/10.5294/laclil.2021.14.1.3

Shafaei, A., y Rahim, H. A. (2015). Does project-based learning enhance Iranian EFL learners’ vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83-89. https://files.eric.ed.gov/fulltext/EJ1127235.pdf

Sultana, M., y Zaki, S. (2015). Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan. International Journal for Lesson and Learning Studies, 4(2), 155–173. https://doi.org/10.1108/IJLLS-09-2013-0049 DOI: https://doi.org/10.1108/IJLLS-09-2013-0049

Tsybulsky, D., y Oz, A. (2019). From Frustration to Insights: Experiences, Attitudes, and Pedagogical Practices of Preservice Science Teachers Implementing PBL in Elementary School. Journal of Science Teacher Education, 30(3), 259–279. https://doi.org/10.1080/1046560X.2018.1559560 DOI: https://doi.org/10.1080/1046560X.2018.1559560

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RESEARCH: Project-Based Learning, A Literature Review

Project-based learning:, a literature review.

This review primarily includes studies published from 2015 to 2017 focused on PBL implementation and its effects on student outcomes. This review suggests that studies there are a growing numbers of studies that show a positive relationship between PBL and student learning outcomes, and this evidence is “promising, not proven.” Some studies show positive effects on students’ engagement, motivation, and self-efficacy. This review focuses on underlying PBL principles, PBL in K-12 settings, implementation challenges, enabling school and district factors, and evidence of effectiveness.

Citation: Condliffe, B., Quint, J., Visher, M.G., Bangser, M. R., Drohojowska, S. Saco, L., and Nelson, E. (2017). Project Based Learning: A Literature Review, 1-78. New York, NY: MDRC.

Source Organization: MDRC/Lucas Education Research

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Project-based learning: a review of the literature

Kokotsaki, d.; menzies, v.; wiggins, a..

Dr Dimitra Kokotsaki [email protected] Associate Professor

Victoria Menzies [email protected] Research Trial Officer

Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students’ autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher education. The majority of the reviewed studies were based on a quasi-experimental pretest–posttest design with some baseline equivalence established but no random allocation of participants to control and experimental groups, and as a result, a causal link between PBL instruction and positive student outcomes cannot be established with certainty. Modern digital technology, group processes of high quality, teachers’ ability to effectively scaffold students’ learning and provide guidance and support, the balance between didactic instruction with in-depth inquiry methods and well-aligned assessment have been identified in the literature as facilitating factors in the implementation of PBL. The article concludes with six key recommendations considered to be essential for the successful adoption of a PBL approach in the mainstream school setting.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: a review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733

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Copyright Statement Kokotsaki, D., Menzies, V. and Wiggins, A. (2016) 'Project-based learning : a review of the literature.', Improving schools., 19 (3). pp. 267-277. Copyright © 2016 The Author(s). Reprinted by permission of SAGE Publications.

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Gamified Project-Based Learning: A Systematic Review

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• First Online: 18 June 2022
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• Wendan Huang 12 ,
• Xiuhan Li 13 &
• Junjie Shang   ORCID: orcid.org/0000-0001-9560-025X 12  

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 13357))

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With the continuous development of information technology and the comprehensive requirements for students’ capacity, project-based learning (PBL) and gamified learning have been receiving widespread attention. Some researchers have begun to explore the integration and complementarity of PBL and gamified learning, and have started to practice gamified PBL (GPBL) instructional models in various teaching fields. This study provides a systematic review of literature about GPBL in the past six years. This study finds that current research characteristics of GPBL showed some variability, and the application modes of GPBL can be divided into four types: applying structure gamification to PBL, applying content gamification to PBL, using systematic educational game software as the knowledge carrier, project base or task scenario in the project and using game-making as the main PBL activity. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning experiences and interests, subject knowledge and learning outcomes. Finally, several suggestions for future research arose from this review. Researchers need to explore the effects of GPBL by expanding its scope of inquiry on the one hand, and to establish a scientific evaluation system on the other, which will help promote the quality of learning activities and students’ reflection.

Foundation: Peking Univeristy Big Data in Education Research Project: The Effectiveness of Online Education (2020ZDA01).

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Huang, W., Li, X., Shang, J. (2022). Gamified Project-Based Learning: A Systematic Review. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_27

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