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Abstract Engineering professionals are expected to conduct various methods of communication when they enter the workforce. Industry has begun incorporation of video presentations as a communication method for marketing and employment process. However, such communication is uncommon for project-based learning (PBL) assignments in engineering education. Engineering professionals are expected to bring some level of entrepreneurial minded learning (EML) skills solve wicked problems (like social or cultural problems with responses rather than solutions). Moreover, latest industry trend shows incorporation of video presentations to showcase and pitch entrepreneurial endeavors. However, such communication assignments are uncommon in engineering education. The purpose of this study is to showcase a pedagogical intervention within an engineering course to develop EML-based project using video creation in mechanical engineering curriculum to help facilitate student learning experience and to enhance professional communication skills. Students were given EML-based PBL assignments including three asynchronous video presentations. Students were surveyed on their experience of EML-based PBL assignments using digital video communication. The survey results do show slight improvement for digital technical communication skills as the students are less confident about their technical communication. Moreover, a strong number of students are confident in their technical analytical skills. They have strong confidence in their abilities related to curiosity and creating value for relevant EML outcomes. The results show that engineering students can perform certain tasks needed for an open-ended video project using entrepreneurial mindset while they continue to have the room to build on their skills to communicate in a digital environment effectively.
Biswas et al. (Sun,) studied this question.