Abstract

This study investigated the effectiveness of an instructional model that integrates project-based learning and WebQuests to enhance Chinese undergraduate engineering students’ innovation abilities. The model was implemented in an engineering drawing and CAD course with 38 third-year students over one semester. A one-group repeated-measures design was used, with a baseline pre-test, three project-based learning tasks during the course, and a final post-test. At each stage, students’ innovative ability was assessed with a rubric comprising twelve indicators across four domains—learning process, creative thinking, knowledge integration, and practical skills. Two independent raters scored all assessments. Qualitative analyses of students’ project work, together with a post-course student feedback survey, complemented the quantitative measures. Students’ innovative abilities were assessed at five points: once prior to the first lesson, three times during the instructional process, and once following the lesson. Mean scores of the students' innovation ability across the five time points were 52.89, 60.34, 68.81, 75.48, and 80.70 respectively. The results of one-way repeated measures ANOVA indicated a statistically significant improvement in students’ innovative abilities across the measurement intervals. In Addition, all twelve competency indicators showed robust gain differences among students’ scores tended to narrow across the five measurement points. Qualitative findings illustrated how students progressively applied technical knowledge more effectively, engaged in more creative problem-solving, and improved in project planning and execution across successive tasks. Students also reported high satisfaction with the learning approach, citing benefits of real-world projects, accessible resources, and structured feedback. These findings demonstrate that the integrated project-based learning and WebQuests substantially strengthens key innovation skills in engineering education. The paper discusses the implications for instructional design and offers recommendations for educators to foster innovation in technical domains.

This work is licensed under a Creative Commons Attribution 4.0 License.