Exploring Learner Experiences in Project-Based Learning for a Mobile Application Development Course.

Abstract

As higher education increasingly shifts towards inquiry‐based learning to equipgraduates with industry‐relevant skills, project‐based learning (PBL) has emerged as a promising approach, particularly in technical disciplines such as computer science. This study investigates learner experiences with PBL in a semester‐long Mobile Application Development course for diploma students. Employing a case study design, we administered a mixed‐method questionnaire that captured both quantitative ratings and qualitative insights. Analysis of responses reveals that PBL significantly boosts motivation, engagement, and confidence while enhancing conceptual understanding, collaboration, and practical skills in mobile app development. Despite these benefits, students identified challenges related to inadequate computing resources and technical difficulties that can hinder project execution. Importantly, the findings indicate strong learner readiness for adopting PBL across other technical courses, offering practical direction for educators aiming to integrate PBL to foster both hard and soft skills in alignment with industry demands. These results underscore PBL's potential to transform technical education and inform curriculum design, while pinpointing needed improvements in resource allocation and support.