Failure Analysis for Project-Based Learning (PBL) in Engineering

Abstract

This paper analyses the failure of project-based learning, to help students analyse their main issue of project failure and develop better solutions. A Return on Failure analysis for Engineering Design courses has been developed in this study. The engineering design courses, which are often included in the first, second, and third years of undergraduate engineering courses at the School of Engineering, provide a distinctive setting for the practice of engineering project-based learning (PBL). The PBL is a commonly utilised method that can be used to accomplish two main educational objectives: confirming the theoretical concepts learned in previous disciplines and developing the professional qualities required for graduates, such as teamwork and good communication. We have incorporated the usage of Return on Failure analysis in project-based learning courses to improve the knowledge of project failure in order to further develop the students' failure analytical skills. Students are required to build the Ping-Pong Robot, a robot that can play ping-pong, as part of their "Engineering Design & Communication" project. It was a really multidisciplinary project because the skills and knowledge required not only robotics but also design, material selection, and engineering mechanics. From the first-year engineering students, more than 85 Return on Failure analyses were gathered. The failure analyses that were gathered were frequently used in undergraduate and graduate courses as surveys, teaching, and learning techniques.