Citation

Xu, Ying (2025) A blended learning framework to enhance deeper learning in Art and Design students. PhD thesis, Multimedia University.

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Abstract

The rapid transformation of the knowledge society and the rise of digital technologies have redefined the demands on higher education, especially in creative fields such as art and design. Traditional instructional approaches — rooted in lecture-based methods and rote memorization—struggle to equip students with the higher-order thinking, creativity, and adaptive competencies required in the 21st century. This gap is particularly visible among art and design students, many of whom enter university with uneven foundational skills and limited confidence in their creative abilities. To address this pressing issue, this study investigates how a redesigned blended learning model can enhance students ’ deeper learning competencies and strengthen their creative capacity by integrating cultural design projects into teaching practice. The central research problem lies in the shallow learning patterns commonly observed in blended learning environments, where students often engage superficially with content and fail to transfer knowledge to new contexts. Against this backdrop, the research asked two interrelated questions: (1)How can a blended learning model grounded in deeper learning be developed and tailored for art and design higher education?(2) How does Deeper-Blended Learning impact the students learning process? The study draws upon constructivist learning theory and deeper learning theory as its theoretical foundations. Constructivism emphasizes active knowledge construction through interaction and real-world problem solving, while deeper learning highlights critical thinking, collaboration, metacognition, and the transfer of knowledge. Together, these perspectives informed the design principles of the blended learning model, which sought to balance online and face-to-face instruction with culturally grounded, project-driven tasks. Methodologically, this research adopts a Design-Based Research (DBR) paradigm, chosen for its emphasis on iterative design, testing, and refinement in authentic educational contexts. The study was carried out across three cycles between 2020 and 2023 in the “H5 Interactive Design” course at S University, involving a total of 256 undergraduate students. Data collection combined quantitative and qualitative approaches, including questionnaires on deeper learning competencies, reflective diaries, student artifacts, and semi-structured interviews. Multiple instruments, such as validated scales and coding frameworks, ensured triangulation, reliability, and validity throughout the process. The findings demonstrate that integrating traditional cultural design projects within a blended framework significantly improved students’ creative confidence, reflective capacity, and deeper learning abilities. In the first iteration, students struggled with self-direction and collaboration, but subsequent refinements — including the use of learning contracts, mind maps, and structured reflection — fostered greater engagement. By the third iteration, students exhibited steady improvements in creativity, perseverance, and cultural expression, with quantitative tests showing significant gains in deeper learning competencies across all dimensions. Qualitative data further revealed that students felt more motivated, culturally connected, and prepared to transfer their learning into real-world contexts. This research makes several contributions. Theoretically, it advances the discourse on deeper learning by situating it within the domain of digital media arts education and by proposing a framework that explicitly integrates cultural elements into blended learning design. Methodologically, it demonstrates the value of DBR in refining instructional strategies through cycles of implementation and reflection. Practically, it offers educators a model for addressing students ’ uneven foundations and fostering creativity through culturally embedded design tasks. More broadly, the study contributes to educational reform by showing how blended learning can move beyond flexibility and convenience to become a powerful vehicle for cultivating 21st-century competencies. In conclusion, the redesigned blended learning model not only enhanced art and design students’ creative abilities but also strengthened their cultural identity and capacity for lifelong learning. The outcomes of this study provide actionable insights for educators, curriculum designers, and policymakers seeking to promote deeper learning in higher education, particularly in contexts where cultural heritage and digital innovation intersect.

Item Type:	Thesis (PhD)
Additional Information:	Call No.: LB1028.5 .X89 2025
Uncontrolled Keywords:	Blended learning
Subjects:	L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
Divisions:	Faculty of Creative Multimedia (FCM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	16 Apr 2026 01:49
Last Modified:	16 Apr 2026 01:49
URII:	http://shdl.mmu.edu.my/id/eprint/15710

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