Challenge-based learning in practice: a case study

Abstract

New generations have brought about drastic changes in lifestyle and learning preferences. While generational shifts have always existed, these changes have become faster and more abrupt in recent decades. On one hand, younger generations gravitate toward immediate learning experiences, often lacking the patience to retain knowledge until its practical application. On the other hand, well-established and emerging educational strategies seek to impact the classroom significantly. However, there remains a considerable gap between theory and practice. Various educational strategies have been developed to enhance learning experiences in response to this transformation, yet their effective implementation continues to pose challenges. This study aims to analyze the implementation of challenge-based learning (CBL) in a university course, assessing its impact on the teaching-learning process, cognitive skill development, and student motivation. The central research question guiding this analysis is: How does the application of CBL in a university setting impact knowledge acquisition, problem-solving abilities, and student engagement? A case study design was adopted with a qualitative approach incorporating quantitative elements to address this question. CBL was implemented in an advanced Computer Vision course, structuring the experience into several phases: problem identification, solution development, prototype implementation, and formative assessment. Data was collected through direct observation, analysis of student work, and surveys. The results indicate that CBL promotes meaningful learning, enhances critical thinking skills, and increases student motivation by allowing them to apply their knowledge to real-world projects.