[DSRP Evidence](https://dsrpevidence.org/)

# Investigating How a Technology-Enhanced, Systems Thinking-Oriented Engineering Course Influences Students’ Attitudes Towards Design and Technology

Brina Kurent; Stanislav Avsec, 2025, Education Sciences (MDPI), Faculty of Education, University of Ljubljana — Education

Patterns: [Distinctions](https://dsrpevidence.org/pattern/distinctions), [Systems](https://dsrpevidence.org/pattern/systems), [Relationships](https://dsrpevidence.org/pattern/relationships), [Perspectives](https://dsrpevidence.org/pattern/perspectives)

## In short

Students in the experimental group perceived technology and engineering as significantly less difficult than the control group. The systems-thinking condition significantly predicted change in perceived difficulty (p = .003, partial η² = .22). The authors conclude that the technology-enhanced, systems-thinking-based model positively influenced students' attitudes, particularly by reducing perceived difficulty and supporting interest in technology.

## What they found (results)

Students in the experimental group perceived technology and engineering as significantly less difficult than the control group. The systems-thinking condition significantly predicted change in perceived difficulty (p = .003, partial η² = .22). The authors conclude that the technology-enhanced, systems-thinking-based model positively influenced students' attitudes, particularly by reducing perceived difficulty and supporting interest in technology.

## What they set out to do (purpose)

A quasi-experimental study of 44 pre-service preschool teachers testing whether a technology-enhanced engineering course built around DSRP systems thinking changes students' attitudes toward design and technology. The experimental group used DSRP alongside flowcharts, concept maps, the iceberg model, and digitally supported activities; the control group received the traditional course approach.

## Abstract

The aim of this study was to investigate the changes in students’ attitudes towards de- sign and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and reduce anxiety about technology. Teachers who have a positive attitude towards the subject tend to promote a high-quality learning process. A total of 44 students participated in this study, with the experimental group and the control group each consisting of 22 students. For this study, we used a quasi-experimental research design with pre- and post-tests and a control variable for ICT engagement. The results suggest that the technology-enhanced systems thinking approach has significant effects on perceptions of the difficulty of technology and engi- neering differences in students’ attitudes towards design and technology, while perceived autonomy in ICT use can increase motivation and engagement. Feeling competent in ICT use may increase perceived interest, awareness, and aspirations for design and technology and reduce tediousness and gender differences in technology and engineering. Keywords: design; technology and engineering; technology-enhanced systems thinking; attitudes towards design and technology; ICT engagement; technology teacher education

These researchers were not testing DSRP. The finding is theirs; the correspondence to DSRP is drawn by this site.

[Source](https://doi.org/10.3390/educsci15091256)