Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, cognitive load different types of materials (e.g., video). Due to the characteristic differences between problem-based learning Conceive, Design, Implement, Operate (CDIO) engineering design, authors were interested in applying CDIO design programming course. This study was proposed measure students’ by using course, which used a one-group pretest–post-test nonequivalent-groups for 16 weeks. recruited 40 college students (males = 14, females 26) who first-year freshmen attending university as its subjects. results indicate that showed no significant improvement gender difference experience, but they significantly improved some dimensions experience. provides implications evidence related courses.