A Data Analytics Framework for Measuring the Efficacy of Project Based Learning on SDG Focused FinTech Projects in Indian Universities
Keywords:
Data Analytics in Education, Project-Based Learning, FinTech Education, Sustainable Development Goals, Learning Analytics, Educational Assessment, Higher Education Innovation, Sustainable Finance, Multi-dimensional Evaluation, Indian Higher EducationAbstract
This study addresses the critical challenge of evaluating the efficacy of innovative pedagogical approaches in technology education by developing and validating a comprehensive data analytics framework for assessing Project-Based Learning in Sustainable Development Goals-focused FinTech education within Indian universities. The research emerges from the identified gap in empirical measurement tools capable of capturing the multi-dimensional outcomes of experiential learning in complex, interdisciplinary domains. Employing a Design Science Research methodology, the study conceptualizes and implements a novel framework that integrates cognitive, behavioral, and affective dimensions of learning through multi-modal data collection and advanced analytical techniques.
The experimental implementation involved a longitudinal case study with 42 participants in a Master's level Sustainable FinTech Solutions course over a 16-week semester. Results demonstrate significant improvements across all dimensions: cognitive assessments revealed substantial knowledge gains with effect sizes of 1.74, behavioral analysis showed progressive enhancement of collaboration patterns and problem-solving capabilities, and affective measures indicated positive transformations in engagement, motivation, and sustainability awareness. Correlation analysis revealed strong interrelationships between dimensions, particularly between behavioral and affective factors (r = 0.73), highlighting their synergistic role in learning processes.
The framework successfully provided real-time, actionable insights for pedagogical refinement, enabling early identification of at-risk students and targeted interventions that improved outcomes by 23%. The study makes significant contributions to educational technology by demonstrating how data-driven approaches can transform the assessment of complex competency development, while simultaneously advancing the integration of sustainability principles in FinTech education. The findings offer practical guidelines for educators and institutions seeking to enhance their pedagogical practices through evidence-based approaches that align with both educational objectives and global sustainability imperatives.
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Copyright (c) 2025 Dr. Sanjay Agal, Ms. Niyati Dhirubhai Odedra (Author)
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