Exploring Problem-Based Learning Impact on Students’ Motivation and Engagement in an e-Course Utilizing Microsoft Teams.

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Published: Dec 31, 2025
DOI: https://doi.org/10.26265/jiim.v10i2.42401
Keywords:
Problem-Based Learning (PBL) motivation engagement critical thinking Microsoft Teams Motivation Strategies for Learning Questionnaire (MLSQ)
Konstantinos Bourdas
Department of Business Administration University of West Attica
https://orcid.org/0000-0002-5220-6655
Georgia Kiriakaki
Department of Business Administration University of West Attica
https://orcid.org/0009-0007-1205-9121
Maria Grigori
Department of Business Administration University of West Attica
Anastasia Themeli
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens
https://orcid.org/0009-0002-1340-0604
Christos Kytagias
Department of Business Administration University of West Attica
Yannis Psaromiligkos
Department of Business Administration University of West Attica
Abstract

Purpose—The COVID-19 pandemic has rapidly accelerated the implementation of e-learning across all levels of education. However, maintaining high levels of student motivation and engagement is a real challenge in a Technology-Enhanced Learning Environment (TELE), as the use of technology alone is a significant source of distraction. To address this challenge, at the Department of Business Administration at the University of West Attica, an e-course that utilizes a Problem-Based Learning (PBL) method that was delivered via the Microsoft Teams platform, was designed and implemented. Drawing on this conceptual framework, the primary aim of this study is to investigate the effect of PBL on students' motivation and engagement, as well as to explore students' perceptions of the PBL method.


Design/methodology/approach—A quasi-experimental pretest–posttest design was adopted in this study. Data were collected from 162 students using Microsoft Teams analytics and the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered both before and after the completion of the e-course. To assess students’ motivational orientations, a modified version of the MSLQ was employed, incorporating dimensions such as intrinsic goal orientation, extrinsic goal orientation, and self-efficacy for learning and performance. Students’ perceptions of the PBL method were evaluated through open-ended questions, and their responses were analyzed using an inductive content analysis technique. Findings—The analysis of the results reveals that our proposed e-course design approach enhances students' intrinsic motivation, self-efficacy, and engagement. Additionally, these findings are further supported by students' perceptions of working with the PBL method.


 Originality/value—This study, despite its limitations, provides valuable insights into the limited research on the customization of the Microsoft Teams platform from a pedagogical perspective to facilitate complex teaching methods, such as the PBL method.


 

Article Details
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Author Biographies
Konstantinos Bourdas, Department of Business Administration University of West Attica
 

Konstantinos Bourdas

               Konstantinos Bourdas is an ICT specialist with 17 years of experience in technology-enhanced learning, across both face-two-face and digital learning environments. He holds an MSc in Management of Educational Organizations, Department of Business Administration, University of West Attica, and an MSc in E-Learning, Department of Digital Systems, University of Piraeus. His work mainly focuses on the design and implementation of Computer-Supported Collaborative Learning (CSCL) environments, incorporating approaches such as project and problem-based learning, and blended instruction. His research interests center around the application of Artificial Intelligence in education and the use of educational data analytics to inform pedagogical decision-making.

Georgia Kiriakaki, Department of Business Administration University of West Attica
 

Georgia Kiriakaki

               Georgia Kyriakaki is a PhD candidate at the University of West Attica (Department of Business Administration). She holds a Master's degree in “Management of educational organizations” (University of West Attica). Her research focused on teachers’ burnout. Her BA degree is in preschool education (University of Athens). She has worked as a preschool educator for more than 25 years and as a kindergarten director for 17 years in Athens, Greece. Today she is seconded to the University of West Attica for research purposes.

Maria Grigori, Department of Business Administration University of West Attica
 

Maria Grigori

               Maria Grigori holds a degree in Primary Education from the National and Kapodistrian University of Athens and a Master’s in Educational Management. Her research focused on quality in education. Since 2014, she has been teaching in private education and has participated in various training programs and conferences in the field of pedagogy. She is particularly interested in innovative teaching approaches and continuous professional development. Since November 2024, she has been pursuing a PhD in Business Administration at the University of West Attica, focusing on entrepreneurial education and the intersection of education, management, and innovation.

Anastasia Themeli, Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens
 

Anastasia Themeli

Anastasia Themeli holds a BSc degree from the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens, Greece (2011). Her postgraduate studies include an MSc degree in Educational Technology and HR Development, from the National and Kapodistrian University of Athens (2017). She is a PhD Candidate at the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens. Her main research areas are Learning Design, Learning Analytics, Assessment, and Risk Management in Education. Anastasia is a member of Hellenic Educational Society, a certified adult educator and a certified Moodle Educator.

Christos Kytagias, Department of Business Administration University of West Attica
 

Christos Kytagias

               Dr. Christos Kytagias is currently an Associate Professor in the division of Informatics and Decision Sciences at the Department of Business Administration, University of West Attica. He is a member of the Research Laboratory “Digit-DSS Lab”, focusing on digital transformation and decision support systems in business and education. His research interests include object-oriented programming, analysis and designing of information systems, design patterns and principles, Web software engineering, Data Mining, Machine Learning, Learning Management Systems engineering, learning analytics and AI in Education.

Yannis Psaromiligkos, Department of Business Administration University of West Attica
 

Yannis Psaromiligkos

               Yannis Psaromiligkos is a professor at the Department of Business Administration, University of West Attica. His research interests include e-learning engineering, learning analytics, evaluation in e-learning, web engineering, object-oriented programming, and modeling. He has authored over 70 papers in international journals and conferences and has participated in more than 30 European and national projects. Yannis serves as the director of the Digital Transformation & Decision Support Systems Research Laboratory (DigiT.DSS.Lab) and the Postgraduate Program "Management of Educational Organizations" at the Department of Business Administration. Additionally, he coordinates the Center for Teaching and Learning at the University of West Attica.

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