Project Based Learning has a good compatibility with manufacturing courses, and increase the range of degrees of completion that can be achieved and the sense of accomplishment of the students by incorporating a problem-finding element. Thus, we considered and implemented a PBL course to learn the product development process incorporating design thinking. In the first report, the educational effects were confirmed by the results of the implementation and the analysis of the students’ responses. In this paper, we checked how the students’ attitude toward the project changed over throughout a year by questionnaires. Three types of questionnaires were used, one is a signed questionnaire, an anonymous questionnaire, and a psychological test. From these analyses, it was confirmed that success and failure experiences in exercises lead to motivation. On the other hand, negative emotions were also found to be caused by environmental factors.
