Enhancing Student Engagement in a Networking Course Through Object Detection Projects: an Interrupted Time Series Design

Student engagement in technical courses remains a persistent challenge, particularly in balancing theoretical instruction with hands-on, applied learning and abstract conceptualization. This study investigated the impact of introducing object detection projects on student engagement – behavioral, cognitive, and emotional – in a Networking course for the Bachelor of Technology and Livelihood Education (BTLED) students (n=30). This seven-week interrupted time series study, which addressed gaps in technology-enhanced vocational education, employed validated surveys (α=0.89) analyzed via segmented regression and non-parametric tests. Wilcoxon Signed-Rank Tests demonstrated significant post-intervention engagement improvements (W = 465, p < .001, significant effect size r = .87). Segmented regression confirmed significant shifts in engagement levels and slopes. The study validates that integrating object detection projects in technical courses significantly enhances student engagement, supporting the inclusion of hands-on applications in curriculum design. Future research should explore the longitudinal effects of this technology across technical disciplines.