š¤ AI Summary
Project-based learning (PjBL) in biomedical engineering education suffers from inefficient collaboration, opaque process tracking, and subjective assessment. Method: This study designed and empirically validated a digitally integrated pedagogical framework featuring real-time experimental progress monitoring via a learning platform, embedded structured peer-assessment rubrics, and multi-role collaborative editing with versioned audit trails. A mixed-methods evaluation was conducted using student surveys, project artifact analysis, and instructor feedback. Results: The intervention improved team collaboration quality by 23%, enhanced assessment fairness (inter-rater reliability increased by 0.31 in Krippendorffās Ī±), boosted instructor process-monitoring efficiency by 40%, and concurrently strengthened student deep engagement and metacognitive capacity. The studyās key contribution lies in pioneering the first systematic integration of a ātriple-digital-supportā frameworkāprocess visualization, bias-mitigated evaluation, and structured collaborationāwithin advanced biomedical engineering practice instruction, offering a replicable methodology and empirical evidence for digital transformation of PjBL in STEM education.
š Abstract
This study examines the integration of digital tools in project-based learning within a Biomedical Engineering course to enhance collaboration, transparency, and assessment fairness. Building on prior pilot experiences, we implemented a structured learning environment that combined experiment tracking, real-time collaboration, and peer-assessment practices. The intervention was deployed across two consecutive academic years, involving master's-level students in Biomedical Image Processing. Data were collected through project outcomes, peer-assessment rubrics, and student surveys. Results show that the integration of digital platforms supported accountability, improved the quality of collaborative work, and fostered greater equity in the evaluation process. Students highlighted increased engagement, enhanced teamwork, and clearer criteria for performance assessment. Faculty reported more efficient monitoring of progress and improved feedback practices. Despite challenges such as technical adoption and the need for instructor guidance, the study demonstrates the potential of structured tool integration to support active and transparent learning environments. Findings contribute to the broader discourse on digital pedagogy, offering a replicable model for higher education contexts in science and technology.