{
  "abstract": "Bridging the gap between theory and practice remains a persistent challenge in engineering education, especially in complex, algorithm-heavy courses like intelligent control. In such contexts, students often know the abstract concepts but struggle to turn them into workable engineering solutions. Outcome-Based Education (OBE), which focuses on what students can do, offers a promising way forward. However, detailed evidence on how well OBE works at the individual course level in technically demanding fields is still limited. In this quasi-experimental, mixed-methods study, we redesigned an undergraduate intelligent control course around OBE principles, using constructive alignment together with project-based and case-based learning. We compared an intervention cohort (n = 97) with a historical control cohort (n = 89) who had taken the same course the previous year under traditional lectures. Quantitative results from pre- and post-course surveys, exams, and project scores showed meaningful gains for the intervention group across several areas: learning engagement (t = 9.87, p < .001, d = 1.28), practical application skills (t = 13.21, p < .001, d = 1.73), innovation abilities (t = 12.88, p < .001, d = 1.68), final exam scores (84.2 vs. 76.5, p < .001, d = 0.89), and perceived career relevance (t = 11.34, p < .001, d = 1.62). Student feedback further suggested that hands-on projects and regular feedback helped make abstract theories feel concrete and connected to real engineering work. Because we used a historical control group and changed several instructional elements simultaneously, these findings point to a strong positive association rather than definitive cause and effect. Even so, they suggest that a thoughtfully implemented, constructively aligned OBE reform can help build key competencies and bridge theory and practice in advanced science, technology, engineering, and mathematics courses.",
  "abstract_shown": true,
  "affiliations": [
    "Faculty of Engineering, Anhui Sanlian University, Hefei, China",
    "School of Optical-Electrical and Computer Engineering, University of Shanghai for Science and Technology, Shanghai, China",
    "Comprehensive Research Organization, Waseda University, Tokyo, Japan"
  ],
  "article_type": "Research Article",
  "arxiv": null,
  "author_total": 3,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Jing Yang"
    },
    {
      "affs": [
        1
      ],
      "name": "Zhenqing Li"
    },
    {
      "affs": [
        2
      ],
      "name": "Yoshinori Yamaguchi"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/3cyqwwg4h60bf.bib",
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  "doi": "10.1371/journal.pone.0358558",
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  "id": "3cyqwwg4h60bf",
  "issns": [
    "1932-6203"
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  "landing_url": "https://doi.org/10.1371/journal.pone.0358558",
  "language": null,
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "journal",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
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      "2214|Engineering Education and Curriculum Development"
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  "pdf_url": "https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0358558&type=printable",
  "pmcid": null,
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  "published": "2026-10-09",
  "publisher": "Public Library of Science",
  "ris": "https://research.draconitic.com/paper/3cyqwwg4h60bf.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:30Z",
      "native_id": "10.1371/journal.pone.0358558",
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  "subjects": [
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      "subfield": "neuroscience"
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  "title": "Enhancing engineering competencies through Outcome-based Education: A mixed-methods study in an intelligent control course",
  "title_text": "Enhancing engineering competencies through Outcome-based Education: A mixed-methods study in an intelligent control course",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:30Z",
  "url": "https://research.draconitic.com/paper/3cyqwwg4h60bf",
  "venue": "PLOS One",
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}