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Forty-six undergraduate students from four campuses of the Federal University of São Paulo participated. The article explains course design, curriculum, and online components, and evaluates the effectiveness of art forms—including visual art, literature, performing arts, and media arts—in strengthening interest, engagement, and learning within a project-based learning approach. Data were gathered via a convergent parallel mixed-method strategy and analyzed systemically, showing that music, poetry, stories, films, and especially visual arts supported connection-making and curiosity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-the-arts-to-foster-students-interest-engagement-and-learning-in-a-distance-learning-environment/591669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-the-arts-to-foster-students-interest-engagement-and-learning-in-a-distance-learning-environment/591669.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What course context and learning approach does the article focus on?","Question",{"text":112,"@type":113},"The study examines a systems thinking course delivered in a multicampus distance-learning environment, using a project-based learning approach with weekly art-related activities and modeling tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many students and from how many campuses participated?",{"text":117,"@type":113},"Forty-six undergraduate students participated, coming from four campuses of the Federal University of São Paulo.",{"name":119,"@type":110,"acceptedAnswer":120},"What art forms showed positive effects on students’ learning outcomes?",{"text":121,"@type":113},"Music, poetry, stories, and films helped students connect theory with practice and increased enthusiasm. 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Forty-six undergraduate students were involved; the students were from four campuses of the Federal University of São Paulo, Brazil. We explain the course design, curriculum and online components. We analyze the effectiveness of the use of art (visual art, literature, performing arts and media arts) in fostering the students’ interest, engagement and learning. In order to gather data, we used a convergent parallel mixed method approach. We made systemic analysis of the data collected. We found that the use of music, poetry, stories and films helped students to make connections between theory and practice, thereby improving their learning. Students’ use of these materials also increased their enthusiasm for the course. We also found that the visual arts, in particular, fostered the students’ curiosity, increasing their engagement in the proposed activities.  \nKeywords: arts, multi-campus, distance learning environment, project-based learning, systemic analysis  \nINTRODUCTION  \nIn this article, we discuss the lessons learned about the integration of the arts in a course developed ina multi-campus, distance-learning environment. The course, entitled “Systems Thinking,” followed a project-based learning (thereafter PBL) approach. It was delivered to 46 students from four different campuses of the Federal University of São Paulo (thereafter UNIFESP) .  \nThe course began in March and ended by the middle of June 2017. The aims of the course were to teach the students the basic concepts of systems thinking and to develop their modeling skills so as tobe able to apply systems thinking concepts within their fields of expertise. For example, a student of medicine should be able to use the concepts studied in order to create models of the interactions between human body systems; a student of engineering should be able model the dynamics present in industrial systems; and a student of social sciences should be able to model interventions in social systems. The course therefore should be broad enough to be useful to students of different backgrounds. At the end of the course each student was required to deliver an individual project, a short case study related to their field of expertise. The case study would discuss a systemic problem in the student’s field and present a system dynamics model (causal loop diagram) that represents the dynamics present in the problem.  \nIn order to facilitate the learning, we developed a virtual learning environment, where we made available the textbook and several other art-related materials. We challenged the students to read, every week, a book chapter or perform modeling activities based on the book’s case studies. In order  \nto foster the students’ interest, learning and engagement, we made extensive use of art (visual art, literature, performing arts and media arts) .  \nOur research question thus became: “How effective is the use of the arts in fostering the students’interest, engagement and learning in PBL-centered courses, accomplished in distance-learning environments?” In this article, we present our findings related to the research question.  \nLiterature Review  \nIn this article, we discuss the use of arts in order to enhance student’ experience. We do not intend to discuss the usage of all forms of art; we will describe our experience using an example of each type of art. For example, when we refer the use of visual arts, we focus on use of cartoons and comic strips; when we mention literature we ","cbCailVGqnVF5dwV","https://ap.wps.com/l/cbCailVGqnVF5dwV","pdf",895018,18,"English","# Introduction\n## Literature Review","[{\"question\":\"What course context and learning approach does the article focus on?\",\"answer\":\"The study examines a systems thinking course delivered in a multicampus distance-learning environment, using a project-based learning approach with weekly art-related activities and modeling tasks.\"},{\"question\":\"How many students and from how many campuses participated?\",\"answer\":\"Forty-six undergraduate students participated, coming from four campuses of the Federal University of São Paulo.\"},{\"question\":\"What art forms showed positive effects on students’ learning outcomes?\",\"answer\":\"Music, poetry, stories, and films helped students connect theory with practice and increased enthusiasm. Visual arts, particularly, fostered curiosity and improved engagement.\"}]","Using the Arts to Foster Students’ Interest, Engagement, and Learning in a Distance-Learning Environment | PDF",1792072950,45]