Improving Students' Learning Performance in Project-Based Learning for Visual Communication Design Education

Purpose: This study aims to explore the factors affecting students' learning performance in project-based learning within visual communication design education. It focuses on independent variables such as self-efficacy, student satisfaction, cognitive engagement, learning attitude, and learning motivation, with learning performance as the dependent variable. Research design, data, and methodology: This research uses a mixed-method approach, combining qualitative data from interviews and observations and quantitative data from online questionnaires. The Item Objective Congruence (IOC) method was used to validate the questionnaire, with data analyzed using Jamovi software for Cronbach’s Alpha coefficient. T-tests and multiple linear regression analysis were adopted to test hypotheses. 15 teachers were interviewed, and 80 students were surveyed. Results: The findings support the five hypotheses, which are self-efficacy, student satisfaction, cognitive engagement, learning attitude, and learning motivation, which impact students' learning performance in project-based learning. Multiple regression analysis confirmed the significance of these variables. Additionally, qualitative observations provided insights into individual and instructional factors affecting student performance. Conclusions: The study highlights the importance of aligning instructional design with students’ diverse learning styles. It suggests strategies to improve project-based learning efficiency, ultimately enhancing the quality of visual communication design education.