Technology-Mediated Pedagogical Architecture and Experiential Learning: Scrum in Academic Technology Development Projects
DOI:
https://doi.org/10.5753/rbie.2026.7677Keywords:
Computers in Education, Kolb's Cycle, Scrum, Project-Based Learning, Agile MethodologiesAbstract
This article examines the role of the Scrum framework as a component of a technology-mediated Pedagogical Architecture in academic technological development projects, grounded in Experiential Learning Theory. The study aims to investigate how the adaptation of Scrum structures experiential learning processes within a university–organization partnership context. The research adopted an embedded single-case study design with a qualitative, exploratory–interpretive approach supported by descriptive statistics. The case comprised an interinstitutional technology education program conducted over 22 months, involving 22 undergraduate students and 5 faculty researchers across three simultaneously developed research and development projects. Data production relied on convergent triangulation of multiple sources of evidence, including participant observation, analysis of digital artifacts, documentary records, reflective discussion sessions, and mixed questionnaires administered at the end of the investigated cycle. Data analysis was guided by the dimensions of Experiential Learning Theory — Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation — combining qualitative evidence with descriptive indicators derived from a five-point Likert scale. Findings reveal a predominance of Concrete Experience and Active Experimentation, associated with real-world problem solving, iterative experimentation, and continuous work reorganization. In contrast, Reflective Observation and Abstract Conceptualization showed greater perceptual variability, suggesting that practical experiences alone do not necessarily ensure consistent processes of reflection and conceptual elaboration. The findings indicate that the pedagogical potential of agile methodologies depends less on the procedural adoption of the framework itself and more on how its practices are integrated with educational goals, faculty mediation, and a sociotechnical infrastructure for collaboration. The study contributes to understanding the relationship between Pedagogical Architectures, Scrum, and experiential learning in higher education, offering interpretive guidance for faculty mediation of agile practices in academic technology development projects.
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