From Code to Verse: How Artistic Linguistic Practices Enhance Engineering Design Thinking in STEAM Classrooms

This paper studies the interactive relationship between artistic linguistic practices and engineering design thinking in STEAM classrooms (coding, storytelling, reflection, prototyping and peer discussion) using the analytic hierarchy process approach for the period 2019–2024. We develop a conceptual framework based on several pedagogical indicators and we measure the learning outcomes using sentiment analysis on the students’ reflective journals. This study makes a comparative analysis of the effectiveness of traditional instruction and arts-integrated project-based learning for secondary students in urban schools. Our empirical findings using the mixed methods design show that an increase in the integration of creative language has a positive impact on students’ problem-solving abilities. Quantitative analysis based on sentiment and AHP approaches using survey data and classroom observation models are applied for a five-year period in a real-world educational setting. Results from the sentiment analysis show that, for participating students, the emotional engagement levels are significantly higher and learning motivation improves with artistic integration. The results show the mediating role of the creative process and teachers can use linguistic scaffolding for design-oriented instruction. These findings offer evidence that the systematic integration in several key instructional dimensions could have similar transformative effects to technology-driven change processes in education with the effects known for digital learning environments studied to-date. The findings reported here may encourage further studies on other interdisciplinary learning models in other educational contexts.

Hali tarjima qilinmagan