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Jason Richard Power

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Associate Professor of Engineering Education

University of Limerick

Ireland

Research Interests

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About

Jason Richard Power is a Lecturer at the University of Limerick, Ireland. His research interests encompass engineering education, specifically focusing on self-efficacy development among undergraduates and the effectiveness of various learning environments. Recent articles include examinations of inclusivity in primary education and the perceptions of problem-based learning in both online and traditional formats.

Recent Grants

Grant: Close

Predicting Engineering Dropout Using Machine Learning

Open Date: 2023-06-01

Close Date:

Grant: Open

Remanufacturing for Ireland

Open Date: 2023-01-01

Close Date: 2034-12-01

Grant: Close

Enhancing Digital STEM

Open Date: 2021-06-01

Close Date: 2023-01-01

Grant: Close

Trans Atlantic Professional Residency

Open Date: 2020-01-01

Close Date: 2022-04-01

Grant: Close

Student Motivation in Digital STEM

Open Date: 2020-01-01

Close Date: 2024-01-01

Articles (25)

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2021

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2021

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2020

Collaborators (19)

Nicolaas Blom

Lecturer

University of Limerick

IRELAND

Jason Richard Power

Research Interests

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About

Recent Grants

Articles (25)

Problem and project based learning (PBL) within an online engineering module: an examination of student teamwork satisfaction and attitudes

Student teacher agency and self-efficacy in initial teacher education: a repeated cross-sectional analysis of person-environment dynamics

Gender Differences in Mental Rotation and Visualisation Across Adolescence: Large Scale Evidence from the United States, Ireland, and Austria with Single-Paper Meta-Analyses

Exploring teacher professional collaboration within the Framework for Junior Cycle in Ireland

A comparison of Irish and Swedish technology curricula: focus, form and function

An examination of secondary-level technology subject learning outcomes in Ireland

Expanded PBL Curriculum Model for Diverse Educational Settings

Second level engineering education in Ireland: redesign or remanufacture?

Engineering self-efficacy development in undergraduates: evolving sources

The Purpose of Second Level Engineering Education: An examination of curricular consistency and industry alignment

Engineering students’ perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments

Interrogating the promise of ‘inclusivity’ for LGBTQ+ lives in primary schools

Self-efficacy development in undergraduate engineering education

Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment

Peer assessment, self-assessment, and resultant feedback: an examination of feasibility and reliability

A systematic review of CDIO knowledge library publications (2010 – 2020): An Overview of trends and recommendations for future research

Optimising industry learners’ online experiences – lessons for a post-pandemic world

Self-efficacy development in student teachers: the critical role of school placement

Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19

Examining the relations between spatial skills and mathematical performance: A meta-analysis

Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

Spatial development program for middle school: teacher perceptions of effectiveness

Systematic reviews in engineering education: a catalyst for change

Enhancing engineering education through the integration of Open Science principles: A strategic approach to systematic reviews

Difficulty and self‐efficacy: An exploratory study

Collaborators (19)

Nicolaas Blom

Kinnari Atit

Raymond Lynch

Jeffrey Buckley

Gavin Duffy

Keith Young

Sean O'Connor

Jonas Hallström

Michaela Hayes

Logan Fiorella

David Tanner

Rachel Lenihan

Paul Conway

Jihyun Lee

Aoife Neary

Vanessa Egan

Ciarán Ó Gallchóir

Orla McCormack

Guenter Maresch

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