The  Effects of System-Paced, Learner-Paced and Learner-Attenuated System-Paced Conditions on Project-Based Learning Outcomes:

Akwasi Adomako Boakye; Harry Barton Essel; Akosua Tachie-Menson; Ama Amponsah; Esi Efuadua Johnson

Akwasi Adomako Boakye Kwame Nkrumah University of Science and Technology https://orcid.org/0009-0007-7733-1042
Harry Barton Essel Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology https://orcid.org/0000-0001-7232-3640
Akosua Tachie-Menson Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology https://orcid.org/0000-0001-6727-4151
Ama Amponsah Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology https://orcid.org/0009-0002-7718-6897
Esi Efuadua Johnson Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology https://orcid.org/0000-0002-5624-1802

Keywords: System-paced, learner-paced, learner-attenuated system-paced, project-based learning outcomes

Abstract

This study explored how different pacing conditions of a pedagogical agent persona affected student outcomes in project-based learning at Kumasi Senior High Technical School. Researchers randomly assigned 61 Visual Art Students to three pacing groups: system-paced, learner paced, and learner-attenuated system-paced. The study adopts a sequential explanatory mixed methods approach. The study measured creativity, craftsmanship, suitability and design skills using pre-test and post-test assessments and semi-structured interviews. Analysis of Variance (ANOVA) revealed significant differences between groups, with learner-paced and learner-attenuated system paced conditions outperforming the system-paced group. The mean scores for creativity, craftsmanship, suitability and design were higher in the learner-paced and learner-attenuated system paced groups compared to the system-paced group, with p-values indicating statistical significance (p < 0.05). Specifically, the mean creativity score in the learner-paced group was 8.5 compared to 7.2 in the system-paced group. These findings suggest that learner-controlled pacing, facilitated by pedagogical agent personas, can significantly improve student performance in project-based learning environments, highlighting the value of learner-centred instructional approaches.

Author Biographies

Akwasi Adomako Boakye, Kwame Nkrumah University of Science and Technology

Dr. Akwasi Adomako Boakye is an educationist and visual art specialist with a research focus on curriculum innovation, educational technology integration, and experiential learning in art and design education. He holds a PhD in Art Education and has extensive experience in teaching, research, and curriculum development at both the senior high school and tertiary levels. His areas of specialization include visual communication, instructional design, project-based learning, and the use of pedagogical agents in art education. Dr. Boakye is passionate about promoting sustainable development in education through interdisciplinary approaches and leveraging technology to enhance teaching and learning outcomes.

Harry Barton Essel, Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology

Prof. Harry Barton Essel is an Associate Professor in the Department of Educational Innovations in Science and Technology at Kwame Nkrumah University of Science and Technology (KNUST), Ghana. He is an accomplished scholar in educational technology, digital well-being, and technology-induced stress, with extensive experience in advanced quantitative methods and high-impact interdisciplinary research. His work continues to shape the future of tech-integrated teaching and learning in Ghana and beyond.

Akosua Tachie-Menson, Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology

Dr. (Mrs.) Akosua Tachie-Menson is a Senior Lecturer in the Department of Educational Innovations in Science and Technology at KNUST, Ghana. Her scholarship spans educational research design, technology-enhanced learning, teacher education, and psychosocial dimensions of learning, with a strong record of contributing to rigorous and ethically grounded educational research.

Ama Amponsah, Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology

Dr. Ama Amponsah Dwamena is a dedicated visual arts educator focused on drawing and artistic skill development. With a PhD in Art Education, her research explores the intersections of formal education, creativity, and skill acquisition in the visual arts. As an advocate for effective strategies that enhance students' creative capacities, her work emphasizes the role of structured art instruction in nurturing talent and fostering innovation across visual art disciplines.

Esi Efuadua Johnson, Department of Educational Innovations in Science and Technology. Kwame Nkrumah University of Science and Technology

Esi Eduafua Johnson is an Assistant Lecturer in the Department of Art at Presbyterian Women’s College of Education, Agogo, Ghana. Her research interests centre on social media use, self-esteem, personality traits, and the psychological and educational impacts of digital platforms among university students, with a growing focus on technology-related behavioural outcomes in higher education. In addition to her academic work, she is a freelance instructional designer and painter.

The Effects of System-Paced, Learner-Paced and Learner-Attenuated System-Paced Conditions on Project-Based Learning Outcomes

Learning Pace and Project-Based Outcomes

Abstract

Author Biographies