2026 ASEE Annual Conference & Exposition

This paper presents an evidence-based instructional study examining students’ perceived project-based learning (PBL) elements and self-directed learning (SDL) outcomes to better understand the relationship between PBL, self-directed learning readiness (SDLR), and undergraduate research interest in a required senior-level mechanical control systems course. Implemented as a single-institution, exploratory pilot, the study employed a semester-long, three-phase PBL intervention in which students (N=43) engaged in mathematical modeling, MATLAB/Simulink simulation, iterative feedback, teamwork, and physical prototyping to extend learning beyond traditional lecture-based instruction.

A mixed-methods approach was used to examine student outcomes. Quantitative data were collected through a post-intervention survey incorporating constructs from Fisher’s Self-Directed Learning Readiness Scale for Adults (SDLRS-A)—self-management, desire for learning, and self-control—along with measures of undergraduate research interest. Regression analysis revealed a statistically significant association between overall SDLR and research interest (R^2 = 0.145, p = 0.026). Qualitative thematic analysis of student
reflections indicated that structured progress reporting, iterative feedback cycles, and hands-on simulation and prototyping were perceived as key mechanisms supporting engagement, persistence, confidence, and independent problem solving.

Beyond reporting associations, this study contributes a quantitative rubric framework that maps core PBL elements—problem definition, interdisciplinary integration, teamwork, and reflection to measurable SDLR traits, enabling systematic evaluation and instructional alignment. While limited by its pilot design, the findings provide actionable evidence and practical assessment tools to inform PBL design, continuous improvement, and future multi-institutional studies aligned with ABET outcomes and undergraduate research preparation.