Project-based learning among engineering students during short-form hackathon events

Abstract

Collaborative hackathons give undergraduate engineering students an opportunity to work in small teams to solve technical design challenges in a severely constrained time period. These events approximate project-based learning environments by giving students the opportunity to learn new technical skills through projects of their choosing. Project-based learning classes often face problems with class time usage and students having difficulties understanding learning objectives. Hackathons may provide insight on how to improve the implementation of project-based learning curricula while increasing student interest and engagement.