Developing transfer of learning through reflective framing and design thinking: An engineering-games design approach

Abstract

Successful inculcation of lifelong learning dispositions and transfer of learning is critical. We aim to develop these through reflective framing and design thinking. The former helps in reformulating old problems or discovering new ones. The latter leads to the development of general principles, useful in helping learners to search for abstract problem-solving methods and mental schemata, which subsequently, serves as analogy-enhancing transfer between different task situations. An Engineering-Games Design human factors approach is applied as these exemplify the interdisciplinary ecosystem which requires technological problem-solving, and planning abilities from conception to completion. Findings indicate successful scaffolding-building on prior knowledge, evidences of micro and macro causal structures, and evidences of near transfer (genres as classes and its instantiation) and far transfer between Web and portfolio design. We hope the findings will help instructors to make more informed decisions as to the design of context, task and assessment for Engineering Education.